Aspects of Vocabulary Knowledge in German Textbooks

Autor/in	Neary-Sundquist, Colleen A.
Titel	Aspects of Vocabulary Knowledge in German Textbooks
Quelle	In: Foreign Language Annals, 48 (2015) 1, S.68-81 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12126
Schlagwörter	Vocabulary Development; German; Second Language Instruction; College Students; College Instruction; Grammar; Colleges; Textbooks + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Deutscher; Fremdsprachenunterricht; Collegestudent; Hochschullehre; Grammatik; College; Hochschule; Fachhochschule; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	Previous research on second language vocabulary acquisition has shown that learning to use a new word is not a simple matter of making a form-meaning connection. Knowing a word instead requires mastery of as many as nine different aspects of vocabulary knowledge (Nation, 2001). The current study uses data from five beginning-level textbooks of German as a foreign language that are widely used at American universities to examine which of these aspects of vocabulary knowledge are addressed in textbook activities. The results show that activities in lower-level German textbooks focus overwhelmingly on form-meaning connections and grammatical functions while ignoring other aspects, such as collocations, word parts, and concept and referents. A pedagogical approach that takes the entire classroom ecology into account is suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01