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The lexical approach to teaching Russian grammar is explained, an instructional sequence is outlined, and a classroom study testing the effectiveness of the approach is reported. The lexical approach draws on research on cognitive psychology, second language acquisition theory, and research on learner language. Its bases in research and its principles are reviewed, and a sample instructional sequence designed to balance lexicon and grammar in Russian instruction is presented. In it, grammar is treated as part of the properties of the lexical items in question, the operation and native-language translations in the learner's mind is accepted as a psychological reality of language processing, and the main operational unit in teaching and learning is a phrase rather than a sentence. The six-stage approach includes: selecting and organizing appropriate material; identifying potential problems the student might experience in dealing with a specific target-language word, in relation to his native language; explaining and modeling new patterns; helping students learn from examples; use of pre-production exercises; and student production. A classroom experiment with 34 college-level Russian students found the approach to be effective in developing students' accuracy and fluency in the use of new grammar items. Contains 63 references. (MSE)

Adults differ from traditional-age college students in that they are self-directed, they have a rich bank of experiences upon which to draw in learning, they are ready to learn, and they value competence. Adults may learn equally well by performing different learning tasks. Second language learning activities and instructional materials can be adapted to meet these differing needs and characteristics, keeping in mind that they should bear a close and specific relationship to anticipated needs, provide frequent and clear attention to function as well as form, offer consistent communicative practice, exploit the "comprehension advantage," and systematically develop mental imagery to match verbal content. Exercises for functional language use can be developed easily by creating an information gap students must fill, e.g., asking students to come to a consensus about the most desirable breakfast. Typical textbook texts that require only comprehension or memorization can be enhanced by having students change the format, or summarize, analyze, or expand on the content. Seven tasks based on a single newspaper article and using two or more language skills are detailed. A checklist for teachers to use in evaluating the effectiveness of the classroom session is appended. (MSE)

This paper considers the integration of reading and writing into elementary science teaching by way of the implications of two leading theories pertaining to literacy: metacognitive theory and whole language theory. Discussion of the implications of metacognition includes attention to the issue of helping to overcome readers' nonscientific preconceptions by teacher modeling of text reading, use of graphic organizers for teaching text structure, and the use of semantic feature analysis for teaching science vocabulary concepts. Discussion of whole language centers on a suggestion to redesign research report units to capitalize on student interest and to develop expertise on focused topics, and on a suggestion to use problem-solving journals in the elementary science classroom. Attached to the paper are nine figures detailing particular learning activities, a competency assessment worksheet, and a 4-item annotated bibliography of literacy in the sciences. (Author/RS)

Argues that there are many kinds of understanding and many ways to reach these different understandings. Suggests that this is the reason why articulating general rules that can consistently lead to understanding is difficult. Discusses the relationship between brain structure and learning. (DDR)