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1、AFrequencyAnalysisofVocabularyinThreeFirst-YearTextbooksofGermanSilkeLipinskiUniversityofArizonaandUniversityofLeipzigTheoreticalConsiderationsordeliberateacquisitionoflow-frequencywordsisstilldesired,learnersareurgedtolearnhigh-fre-InthenaturalsettingsofbothL1andL2acqui-quencywordsinthefirstplace
2、(NationandMeara).sition,eitherasachildorasanexchangestudentinThemeasureofusefulnessthroughfrequencyisthetargetlanguagecommunity,vocabularylearn-basedontwomainfeaturesofvocabulary-fre-ingisratherrandomlydeterminedbythesettingsquencystudies.Oneofthefeaturesisthewidethelearnerencounters.Structuredlan
3、guagelearn-rangeoffrequencies,meaningthatsomewordsinginaclassroomenvironmentnaturallydemandsoccurveryoftenwhileothersoccuronlyveryrarelyvocabularychoices.Formostlanguagelearners,(NationandMeara).1Yetevenmorestrikingisthatacquiringvocabularyaswiderangingasthatusedonlyarelativelysmallnumberofhigh-fr
4、equencybyanativespeakerisanambitious,ifnotinappro-wordsareneededtoaccountforalargeproportionpriate,goal.Sincemoststudentswilllearnonlyaofthewordsinatext.Howmanywordsinatextarelimitedamountofvocabulary,thequestionarisesaccountedforismeasuredasapercentageoftextwhichvocabularyshouldbeselected.coverag
5、e.Accordingtoa1990studybyNationPsycholinguisticresearchhasshownthatina(Teaching),the4,000–5,000mostfrequentEng-foreignlanguageclassroom,studentsarelikelytolishwordsmakeupto95%ofthewordsinawrittenbecomefrustratedwhenconfrontedwithexcessivetext,and85%ofthewordsinaspokentextareamountsofunknownvocabul
6、ary(Lutjeharms).Be-accountedforbythe1,000mostfrequentwords.Incauseofthattheinstructorneedstoconsidercarefullyamorerecentstudy(LearningVocabulary),NationwhichinputtoprovideandwhenduringinstructionaddedanacademicwordlisttohisEnglishcorpus,particularvocabularyitemsshouldbeintroduced.including570high-
7、frequencywordsfromanaca-Whichvocabularywordsshouldbelearnedinthedemicwordlistintothelistofthe2,000mostfre-earlystagesofinstructionandwhichonesshouldquentwordsofhisgeneralcorpus.Thesetwolistscomelater?Moreover,whe
