This paper investigates the effect of using L1 translations versus L2 definitions on the learning and testing of L2 vocabulary recognition knowledge. For this study, 48 Japanese L2 learners of English studied 200 lexical items from the academic word list (AWL) over a 10-week period. To support their learning, the participants were provided with the meaning of the target language. The language in which the meanings were presented was manipulated such that the learners received half of them in their L1 and half in their L2. Similarly, at pre-and post-test stages, the participants were tested on their receptive knowledge of the vocabulary equally in both languages. Through a factorial repeated measures analysis of variance, the results showed that the students' recognition of the L2 vocabulary was significantly higher when asked to match the target vocabulary to L1 translations than L2 definitions. Furthermore, there was a significant interaction between study language and testing language, such that when study and testing language matched, the participants scored significantly higher. However, overall, the language in which the target vocabulary was studied did not matter for test scores. The implications of these results for learning, teaching, and test taking are discussed. IntroductionVocabulary development is an integral part of second language (L2) acquisition. While there are many different facets to vocabulary learning, 'the form-meaning link is the first and most essential lexical aspect which must be acquired' (Schmitt 2008: 333). The reason for the tremendous value attributed to this feature of vocabulary knowledge pertains to its importance in successful language processing. Vocabulary size has been found to be one of the greatest predictors of both first language (L1) and L2 reading comprehension (Anderson and Freebody 1981;Daneman 1991;Laufer 1992) and to correlate highly with writing quality (Astika 1993). Thus, the acquisition of a large vocabulary is an extremely important aspect of L2 learning. In order to comprehend a range of authentic texts, it has been estimated that L2 learners require an understanding of 8000-9000 word families (Nation 2006) with each word family containing several word forms. To succeed in acquiring a vocabulary size of that order, it is vital that students are able to quickly and efficiently broaden their target language vocabulary knowledge. Yet, the most effective means of achieving this goal remains unclear.

11 infants with Down's syndrome (MA 9.2 months, CA 12.7 months) and 10 of 11 nonhandicapped infants (MA 9.6 months, CA 9.3 months) demonstrated that they could operate an automated device which enabled them to choose to listen to 1 of a pair of auditory signals. All subjects showed preferential responding. Both groups of infants showed a significant preference for nursery rhymes sung by a female voice rather than played on musical instruments. The infants with Down's syndrome had much longer response durations for the more complex auditory stimuli. The apparatus provides a useful technique for studying language development in both normal and abnormal populations.

In many language programs, students are placed in streamed, relatively homogeneous classes according to their proficiency in the target language. However, proponents of mixed-ability classes believe that through forming mixed-ability groups lower-proficiency learners feel less stigmatized, and that both higher- and lower-proficiency learners benefit from peer tutoring. This paper reports on the results from a survey that explored the perceptions of 31 EFL teachers at four Japanese universities regarding streamed and mixedability first-year EFL classes. Most teacher-participants expressed a preference for teaching streamed classes, citing advantages related to the effectiveness of instruction, appropriateness of materials, student motivation, and the quality of learner-learner interaction. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6131 NELTA 2011; 16(1-2): 70-81

11 infants with Down's syndrome (MA 9.2 months, CA 12.7 months) and 10 of 11 nonhandicapped infants (MA 9.6 months, CA 9.3 months) demonstrated that they could operate an automated device which enabled them to choose to listen to 1 of a pair of auditory signals. All subjects showed preferential responding. Both groups of infants showed a significant preference for nursery rhymes sung by a female voice rather than played on musical instruments. The infants with Down's syndrome had much longer response durations for the more complex auditory stimuli. The apparatus provides a useful technique for studying language development in both normal and abnormal populations.

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