Graded resources for learning and teaching foreign languages

An overview

Datos Bibliográficos

ID22299882
AutoresThibaut François (0000-0001-9415-7639, UCLouvain), Núria Gala (0000-0003-2987-0723, Aix-Marseille Université)
Año2024
Volumen175
Número1
Páginas8-24
Fecha de publicación2024-10-10
Open AccessSí
TipoARTICLE
RevistaITL - International Journal of Applied Linguistics (JOURNAL)
Identificadores de la revistaISSN: 0019-0829 • E-ISSN: 1783-1490
EditorialJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/itl.00024.fra
OpenAlexW4402527361
IdiomaEN
Referencias citadas26

Innovative resources for teaching vocabulary have emerged during the last decades, among which the so-called ‘graded resources’, i.e. lexicons or inventories where linguistic forms have been associated with a difficulty level, having in mind a target reader. The idea of ‘grading’ in Education is not new and has evolved over time: vocabulary or text scales (grades) have been approached as an educational tool with the means available at each period of time. In this survey, our aim is to show how current approaches of graded resources for foreign language learning are rooted in the tradition of building frequency lists for education. We then synthesize the body of work that has been undertaken to design graduated resources, highlighting the different methodologies applied as well as existing resources

Foreign language · Mathematics education · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching

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