The Reading Teacher, 62(5), pp. 384–392 © 2009 International Reading Association DOI:10.1598/RT.62.5.2 ISSN: 0034-0561 print / 1936-2714 online The most plausible explanation for vocabulary’s connection to better reading ability is that vocabulary is more than words. It is knowledge. To know a word’s meaning is to know what a word represents and to begin to understand the network of concepts th...

Research within the realm of second language acquisition has demonstrated salience reading for learning incidental vocabulary. Although many studies have investigated vocabulary through reading, only a few explored extent to which is dependent on pleasure and frequency extensive reading. In an attempt fill this gap, study reports association between competence free pleasure, 239 Indian ESL lear...

A hybrid two-pass approach for facilitating fast and efficient open vocabulary spoken term detection (STD) is presented in this paper. A large vocabulary continuous speech recognition (LVCSR) system is deployed for producing word lattices from audio recordings. An index construction technique is used for facilitating very fast search of lattices for finding occurrences of both in vocabulary (IV...

Previous research in information science and in human-computer interaction has shown that people tend to use different terms to describe a similar concept. Due to the unique backgrounds, training, and experiences of different people, the chance of two collaborators using the same term to describe a concept or an object for a common task is quite low. This vocabulary difference has created diffi...

PURPOSE Children with specific language impairment (SLI) often have vocabulary impairments. This study evaluates longitudinal growth in a latent trait of receptive vocabulary in affected and unaffected children ages 2;6 (years;months) to 21 years and evaluates as possible predictors maternal education, child gender, and nonverbal IQ. METHOD A sample of 519 participants (240 with SLI; 279 unaf...

The purpose of the present study was to identify any significant relationship between critical thinking ability, L2 vocabulary knowledge, and L2 vocabulary learning strategies of Iranian EFL learners. To this aim, the productive vocabulary levels test was administered to measure the learner’s L2 vocabulary knowledge and observe homogeneity in terms of vocabulary knowledge. At the second stage, ...

We present a mobile application for learners of English as a second language that instantaneously generates gap filling exercises from a given text. The app provides an opportunity for contextualized vocabulary learning, customized to the learner’s interest. Part of the exercise is a multiple choice of the original gap filler plus a set of incorrect distractor items. The key problem to solve in...