A comparison of four strategies for teaching a small foreign-language vocabulary.

We compared the effects of tact training, listener training, and two types of intraverbal training on 2 children's acquisition of foreign-language tact, listener, and intraverbal relations. The children received all four types of training simultaneously with different stimulus sets. Native-foreign intraverbal training presented the greatest difficulty with acquisition for both children. All types of training generated increases in correct responding on tests for emergent relations, and some emerged to criterion. However, no type of training resulted in criterion-level performance on all relations.