2012/03/02 by Cornelia Tschichold · 2 citations
Arts and Humanities · Computer Science · Psychology · #Lexicography and Language Studies #Natural Language Processing Techniques #Second Language Acquisition and Learning
paper · doi:10.1080/09571736.2012.658219
openalex publication_date 2012/03/02 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
British learners acquire very little vocabulary in their foreign languages, compared to pupils elsewhere in Europe, particularly learners of English as a foreign language. Could the materials used for teaching help explain this difference? An analysis of the vocabulary loading of a textbook for French as a foreign language commonly used in Britain, Encore Tricolore (Mascie-Taylor and Honnor, 2001 Mascie-Taylor, H. and Honnor, S. 2001. Encore Tricolore: Nouvelle édition, Cheltenham, UK: Nelson Thornes. [Google Scholar], Cheltenham, UK, Nelson Thornes), was carried out with this question in mind. An analysis of the vocabulary suggests that it is not introduced and practised in a way that is conducive to building a sufficiently large vocabulary to reach level B1 of the Common European Framework of Reference for Languages (CEFR).