This is an in-depth study of word knowledge where the researcher attempts to investigate the need to systematically teach vocabulary in the language classroom. It is motivated by findings within second language (L2) vocabulary testing research that state that the current communicative language learning environment is insufficient for L2 learners to acquire adequate vocabulary knowledge and L2 learners need help with vocabulary learning (Laufer, 2005). This semester-long study explores the need to provide explicit vocabulary instruction from within a meaningful environment. It also investigates the relevance of focus on forms and focus on form practices in helping second language (L2) learners increase the size and depth of word knowledge. The study involved 129 undergraduates from a writing program, and used a pretest and posttest design to measure gains in L2 learners vocabulary knowledge. .The results indicate that the vocabulary gains for both implicit (control) and explicit (treatment) instructional context were not very different though the subjects in the implicit instructional group learned slightly more words compared to the explicit instructional group. However, this has more to do with individual instructor effectiveness and learner proficiency. In terms of word use, L2 learners subjected to explicit focus on forms and focus on form tasks increased their word use while the first language (L1) learners and L2 learners from the control groups did not increase their academic words. Therefore, it is possible to suggest that L2 learners can be taught to increase the depth of their vocabulary knowledge through explicit instructional practices. In terms of L1 and L2 learners, the initial findings revealed that the L2 learners did not benefit from explicit instruction. However, additional analysis revealed that subjects with sufficient vocabulary knowledge at the 2000 word level can increase their word size much more rapidly than the proficient L2 learners in the control group. An additional test on L1 and L2 learners' word collocation skills indicated that while explicit instruction did not help increase L2 learners vocabulary size, it was able to help L2 learners increase their word collocation skills and also make word associations that are closer to L1 learners' associations.

This essay will discuss and research the width and frequency of Irish loanwords in contemporary English varieties. The meanings, uses, differences, similarities and collocations of selected words will be discussed and analyzed in order to find answers to the research questions asked. The methods used are quantitative and qualitative research methods. The quantitative method will measure the frequency of the selected words in each of the selected varieties and the qualitative method will discuss the meanings and uses of the words in the different varieties. Each word has its own section which discuss meanings, developments and instances in which the words can be found in the different varieties. These sections are summarized at the end of the essay and the conclusion states that Irish loanwords in contemporary English varieties are not greatly widespread compared to the frequency of the same words in Irish English. A few of the words have been able to develop their meaning and use through time, but most instances of the words show the original meaning and use.

Studies have identified links between anxiety and couple communication, anxiety and pronoun use as well as pronoun use and communication. The current study investigated the association between pronoun use and communication in the context of anxiety. One hundred and fifteen couples rated their communication with their partner and participated in two seven-minute problem-solving discussions, which were analyzed using a linguistic word count program. Results indicate that the use of I was not associated with ratings of communication whereas use of You by either partner was related to lower ratings of communication by both men and women. Moreover, the results of several moderation analyses suggest the association between women's (but not men's) ratings of communication and men's and women's use of You and men's I was moderated by both men's and women's anxiety. Women's anxiety moderated the relationship between both partner's use of You and women's rating of couple communication and men's anxiety moderated the relationship between men's use of You and I and women's view of couple communication. The hypothesis that pronoun use mediates the relationship between anxiety and couple communication was not supported. Implications are discussed.