Literacy and language development is a central aspect of educational theory and practice. One area of literacy and language research that has had a lot of attention is dialogic teaching (Bakhtin, 1984; Freire, 1970; Murphey, Wilkinson, Soter, Hennessey, & Alexander, 2009; Reznitskaya & Gregory, 2013). However, there is limited research on…

To determine if children could discriminate among the 24 ways in which words possess meaning (logico-semantic relationships) defined by Evanechko and to see if this ability changed over time, 570 fifth, eighth, and eleventh graders were presented the task of sorting decks of cards containing examples of the 24 categories. Although it was not…

This study examined development of three types of vocabulary knowledge (passive, controlled active, and free active) over one year of second-language instruction and the relationship of the three types at different stages of vocabulary learning. Subjects were 48 Israeli high school students of English as a Second Language. Results raise questions…

A study of 23 secondary school students in year 11 at a British comprehensive school investigated students' feelings about English and Bengali, their native language, their language learning history, how they had developed English language skills in a predominantly Bengali-speaking community, how they had maintained and developed their Bengali,…

A study was conducted to investigate correlates of self-confidence in second language acquisition and to determine its relationship to the integrative motive. Indices of attitude, motivation, intelligence and achievement were obtained from 223 grade 11 francophone students from Montreal. Results of a factor analysis of the data suggested that…