Word formation. Major and minor ways of word formation content introduction

vocabulary acquisition
as well as the comprehension of a 
foreign language literary text. We found that especially the availability 
of picture annotations facilitated vocabulary acquisition, and that 
vocabulary words learned with picture annotations were better retained 
than those learned with textual annotations. Our research showed in 
addition that incidental vocabulary acquisition and text comprehension 
was best for words where learners looked up both picture and text 
annotations. There is a quantitative and qualitative dimension 
to 
vocabulary acquisition
. On the one hand we can ask 'How many 
words do learners know?' while on the other we can enquire 'What do 
the learners know about the words they know?' Curtis refers to this 
important distinction as the 'breadth' and 'depth' of a person's lexicon. 
The focus of much vocabulary research has been on 'breadth,' possibly 
because this is easier to measure. 
Arguably, however, it is more important to investigate how learners' 
knowledge of words they already partly know gradually deepens. 
CONCLUSION 

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This course work is an effort to illustrate examples of IEP goals that 
address foundational oral communication skills. This document 
represents the belief that focus on oral communication skills will enable 
students to become engaged with the MCPS Curriculum. Ideally, this 
approach will lessen the impact of oral communication weaknesses as 
the student meets the challenges of the curriculum standards and 
indicators. 
Student will use strategy/strategies with no more than one cue or 
reminder. The student will explain groupings of people, objects, places, 
events, and actions from story contexts to demonstrate likenesses and 
differences among items. The student’s explanations will include