Literaturnachweis - Detailanzeige
| Autor/inn/en | Schmitt, Norbert; Schmitt, Diane |
|---|---|
| Titel | A reassessment of frequency and vocabulary size in L2 vocabulary teaching. |
| Quelle | In: Language teaching, 47 (2014) 4, S. 484-503 |
| Beigaben | Anmerkungen; Tabellen 4 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0261-4448 |
| Schlagwörter | Empirische Forschung; Wortschatz; Fremdsprachenunterricht; Vokabellernen; Englischunterricht; Frequenzanalyse; Auswahl |
| Abstract | The high-frequency vocabulary of English has traditionally been thought to consist of the 2,000 most frequent word families, and low-frequency vocabulary as that beyond the 10,000 frequency level. This paper argues that these boundaries should be reassessed on pedagogic grounds. Based on a number of perspectives (including frequency and acquisition studies, the amount of vocabulary necessary for English usage, the range of graded readers, and dictionary defining vocabulary), the authors argue that high-frequency English vocabulary should include the most frequent 3,000 word families. They also propose that the low-frequency vocabulary boundary should be lowered to the 9,000 level, on the basis that 8-9,000 word families are sufficient to provide the lexical resources necessary to be able to read a wide range of authentic texts. The authors label the vocabulary between high-frequency (3,000) and low-frequency (9,000+) as mid-frequency vocabulary. They illustrate the necessity of mid-frequency vocabulary for proficient language use, and make some initial suggestions for research addressing the pedagogical challenge raised by mid-frequency vocabulary. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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