A Study of Vocabulary Learning in Context
The Effect of New‐Word Density in German Reading Materials
Bibliographic Data
| ID | 8939685 |
|---|---|
| Authors | Freda M Holley (Office of Education, corresponding author) |
| Year | 1973 |
| Volume | 6 |
| Issue | 3 |
| Pages | 339-347 |
| Publication date | 1973-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1973.tb02613.x |
| OpenAlex | W1993283657 |
| Language | EN |
| Citations received | 4 |
| References cited | 11 |
An implicit assumption in foreign language reading material preparation has been that new‐word density should be kept low. The original hypothesis of the study reported here was that there would be a maximum facilitating density with respect to vocabulary acquisition and other factors. Several sources had suggested that a density of one new word per thirty to thirty‐five known words might be the desirable maximum. Seven new‐word densities ranging from one new word per 150 known words to one per fifteen known words were investigated. Results failed to support the original hypothesis: vocabulary learning continued to increase through the full range of densities investigated, and no consistently significant effects of new‐word density on comprehension, reading time, or student ratings of the material's difficulty or enjoyability were found
Context (archaeology · Foreign language · German · Linguistics · Mathematics education · Reading (process · Reading comprehension · Vocabulary · Vocabulary development · Word (group theory · Word recognition · Computer Science · Educational Strategies and Epistemologies · History · Psychology · Second Language Acquisition and Learning · Text Readability and Simplification
Incidental and Intentional Learning
The Effects of Topic Familiarity and Passage Sight Vocabulary on L2 Lexical Inferencing and Retention through Reading
Teaching Reading Skills through Linguistic Redundancy
Modeling the Role of Second Language Proficiency and Topic Familiarity in Second Language Incidental Vocabulary Acquisition Through Reading
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,09 |
| Citation span | 1980 - 2007 (28) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |