Vocabulary of the Yoruba language, to which are prefixed the Grammatical elements of the language.

I. English and Yoruba.--II. Yoruba and English.

Outlines of a grammar, vocabulary, and phraseology, of the aboriginal language of South Australia, spoken by the natives in and for some distance around Adelaide.

pt. 1. Outlines of a grammar.--pt. 2. Vocabulary, &c., &c.

A descriptive vocabulary of the language in common use amongst the aborigines of western Australia, embodying much interesting information regarding the ... natives and the natural history of the country.

Mode of access: Internet.

Vocabulary of the Haussa language. Part I.--English and Haussa. Part II.--Haussa and English. And phrases, and specimens of translations. To which are prefixed, the grammatical elements of the Haussa language.

Mode of access: Internet.

Greek lessons: selections from Xenophon's Anabasis, with directions for the study of the grammar, notes, ... and vocabulary.

Mode of access: Internet.

The Anabasis of Xenophon, with notes, a map of the expedition, and a complete vocabulary.

Mode of access: Internet.

English, French, Italian, medical vocabulary,

Mode of access: Internet.

Elson's music dictionary; containing the definition and pronunciation of such terms and signs as are used in modern music; together with a list of foreign composers and artists ... and a short English-Italian vocabulary of musical words and expressions,

Mode of access: Internet.

The vocabulary of philosophy, mental, moral and metaphysical; with quotations and references; for the use of students.

Mode of access: Internet.

The Oceanic languages : their grammatical structure, vocabulary, and origin,

"The work is mainly a grammar and dictionary of only one Oceanic language--that of Efate in the New Hebrides. The comparative portions refer only to a very few other Oceanic languages, and are quoted only to illustrate certain features in the grammar of the Efate."--Review by S. H. Ray in Man, VIII (1908) no. 40.

Comparative vocabulary of Algonquin dialects. From Heckewelder's manuscripts in the collections of the American philosophical society, Philadelphia.

"The manuscript of this work is in the library of the American philosophical society. It is a copy made by Mr. Duponceau, and forms no. xxvii of a collection made by him and recorded in a folio account book, of which it occupies pp. 114-119."--Pilling, Bibl. of the Algonquin languages, p. 227.

Automaticity in L2 learning: Correlation between vocabulary proficiency and response time in word recognition

Automaticity (in this essay defined as short response time) and fluency in language use are closely connected to each other and some research has been conducted regarding some of the aspects involved. In fact, the notion of automaticity is still debated and many definitions and opinions on what automaticity is have been suggested (Andersson,1987, 1992, 1993, Logan, 1988, Segalowitz, 2010). One aspect that still needs more research is the correlation between vocabulary proficiency (a person’s knowledge about words and ability to use them correctly) and response time in word recognition. Therefore, the aim of this study has been to investigate this correlation using two different tests; one vocabulary size test (Paul Nation) and one lexical decision task (SuperLab) that measures both response time and accuracy. 23 Swedish students partaking in the English 7 course in upper secondary Swedish school were tested. The data were analyzed using a quantitative method where the average values and correlations from the test were used to compare the results. The correlations were calculated using Pearson’s Coefficient Correlations Calculator. The empirical study indicates that vocabulary proficiency is not strongly correlated with shorter response times in word recognition. Rather, the data indicate that L2 learners instead are sensitive to the frequency levels of the vocabulary. The accuracy (number of correct recognized words) and response times correlate with the frequency level of the tested words. This indicates that factors other than vocabulary proficiency are important for the ability to recognize words quickly.

On componential analysis as a valid pedagogic tool for vocabulary instruction in foreign language teaching

Fil: Porto, Melina. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.

Literacy skills of adults with intellectual disability in community-based day programs

A brief narrative description of the journal article, document, or resource. There is limited information available related to the literacy skills of adults with intellectual disabilities. In this project, information was collected about the contexts, current practices, and clients' abilities in literacy in two community-based disability service programs. Individual assessments were undertaken to collect details of the current literacy levels of adults with intellectual disabilities in day program settings. These assessments focused on receptive language, reading at the letter, word and sentence level, writing vocabulary and connected text, and literacy preferences. Audits were also conducted related to the provision of opportunities for clients accessing these services to engage with literacy including environmental print. Structured day program activities were observed to gather information about current literacy teaching and learning. Implications of the research findings and suggestions for provision of literacy education in these settings are discusse