Incidental Vocabulary Acquisition from Bilingual Books: An Analysis of Bilingual German-English Books for EFL Contexts

Autor/in	Buendgens-Kosten, Judith
Titel	Incidental Vocabulary Acquisition from Bilingual Books: An Analysis of Bilingual German-English Books for EFL Contexts
Quelle	In: Reading Matrix: An International Online Journal, 20 (2020) 2, S.98-112 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	German; English (Second Language); Vocabulary Development; Books; Bilingualism; Second Language Instruction; Multilingual Materials; Childrens Literature; Foreign Countries; Teaching Methods; Germany + Suchen Sie Ihr Suchwort? Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Book; Buch; Monographie; Monografie; Bilingualismus; Fremdsprachenunterricht; Multilingualism; Materials; Mehrsprachiges Wörterbuch; 'Children''s literature'; Kinderliteratur; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Deutschland
Abstract	This papers looks at bilingual books for German-speaking learners of English and discusses their potential for vocabulary acquisition. Specifically, it focuses on bilingual books following a sociolinguistic structural principle, i.e. books in which the arrangement of languages reflects multilingual practices of non-monolingual language users. The paper combines corpus analysis and analysis of didactic potential. It reports total words (types and tokens), type-token ratio and distribution across frequency-band classes for three representative bilingual books, and two typical graded readers. It argues that in an assessment of bilingual books' potential for vocabulary acquisition, the relatively low number of target language words has to be balanced against their rich context (especially rich in right-sided context & equivalence cues). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01