Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

This study explores some of the implications of policy changes relating to the composition and use of word lists for French, German, and Spanish as foreign languages in secondary schools in England. Against the backdrop of literature relating to word list creation and use, we review requirements for the vocabulary content of high-stakes examinations in these languages under current and new policy, and describe the methodological steps we took in collaboration with teachers and members of an awarding organization to create corpus-informed lists for adolescent, beginner-to-low-intermediate learners based on frequency, word-topic relatedness, and teacher judgments of usefulness, relevance and difficulty. Under current policy, awarding organizations provide educators with non-mandatory, topic-driven word lists structured around pre-...

Ver ficha completa