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An efficient method for memorizing words is the "hand computer": a deck of cards in which word cards are combined with a repetition system on the basis of ever bigger intervals. The hand computer, based on two learning-psychological principles, namely distributed practice and retrieval practice, has various advantages over traditional memorizing with the help of either contextualized or non-contextualized inflexible lists. The system, with which positive results have been obtained in several places, is suitable for all types of learners and for all levels, and is very flexible with respect to content (words, idioms, language functions, pronunciation).The system has also been implemented in a few CALL-programs.

This study investigated whether a word-learning method in which learners infer the meaning of unknown words from the context, subsequently verify the meaning with the aid of a word list, and finally memorize the meaning ("meaning-inferred method") leads to better retention than one in which the meaning of unknown words is given in the form of a translation so that learners can immediately start memorizing ("meaning-given method"). Additionally, the learning effect of the various stages of the meaning-inferred method (inferring, verifying, and memorizing) was investigated. In all cases the amount of time invested was recorded. The most important findings were: (a) The meaning-inferred method leads to a similar level of retention as the meaning-given method, but the former is considerably more timeconsuming and therefore less efficient; and (b) each separate stage of the meaning-inferred method leads to retention, but the learning effect of memorizing is the greatest, and the learning effect of verifying is about the same as that of inferring.

This paper reports research into the acquisition of vocabulary in a foreign language, more specifically into the supposition that 'guessing' (i.e. inferring the meaning of an unknown word from context and word-form) contributes substantially to retention. Although much is to be said for the latter, the empirical underpinning of this supposition has so far been slight and various questions have remained. In order to gain a better insight into these we have carried out an experiment in a classroom setting, focussing on the following questions: 1.Which factors of context influence the guessability of words? 2.What is the influence of these factors on receptive retention (after guessing and learning)? 3.What is the relationship between guessing and retention? (Are words which have been correctly guessed better retained than words which have not been correctly guessed?) The chief findings of the experiment are: l.A specific ('pregnant') filler of the slots 'subject', 'verb' and 'function' contributes to the guessability of a word in a particular sentential context. 2. A specific ('pregnant') filler of the slots mentioned in guessing and learning has no effect on the retention ('subject' and 'verb') or even a negative effect ('function'). 3.There is no positive correlation between guessing and retention (after guessing and learning; for some words there is even a negative correlation. To sum up: a 'pregnant' context does indeed induce better guessing, but subsequently it does not induce a better retention of the meaning involved, at least not if the guessing stage is followed by a learning stage using the same context as in guessing.