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der|die|das: Integrating vocabulary acquisition research into an L2 German curriculum
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Abstract:
While there has been broad consensus in L2 research regarding the importance of learning L2 vocabulary, and that high-frequency vocabulary should be the primary focus of that learning at the outset of L2 development, both priorities are strikingly absent from current L2 textbooks on the market. This is true both in terms of the vocabulary items presented (which bear astonishingly little resemblance to the ranked frequency lists now available), and the ways that the textbooks provide (or fail to provide) focused study and systematic review of vocabulary in general. This chapter describes a collaborative project that was designed to address this problem. It narrates the development of a lexically focused curriculum for Beginning German at the college and university level that bases its core (i.e., active) vocabulary on a recently published frequency list of German (Jones & Tschirner, 2006) and describes how the presentation and review mechanisms were designed to reflect recent research on vocabulary acquisition and retention. The intention is not to argue that this particular curriculum should serve as a model, but rather to provide a window into the process of integrating research and instructional praxis in a relatively neglected domain of foreign language curriculum development.
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URL: http://hdl.handle.net/10125/69784
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