{"id":11,"date":"2025-09-16T20:33:34","date_gmt":"2025-09-16T20:33:34","guid":{"rendered":"https:\/\/commons.princeton.edu\/words\/?page_id=11"},"modified":"2025-09-17T18:22:03","modified_gmt":"2025-09-17T18:22:03","slug":"references","status":"publish","type":"page","link":"https:\/\/commons.princeton.edu\/words\/references\/","title":{"rendered":"References"},"content":{"rendered":"<p><strong>References<\/strong><\/p>\n<ul>\n<li>Canale, M. &amp; Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. <em>Applied Linguistics, 1<\/em>(1). 1-47.<\/li>\n<li>Carroll, J., Davies, P. &amp; Richman, B. (1971).<i>The American heritage word frequency book<\/i>. Boston: Houghton Mifflin.<\/li>\n<li>Elgort, I. (2011). <em>Deliberate learning and vocabulary acquisition in a second language. Language Learning, 61<\/em>(2), 367-413.<\/li>\n<li>Ellis, N.C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. <em>Studies in Second Language Acquisition, 27<\/em>(2), 305-352.<\/li>\n<li>Erten, I. &amp; Tekin, M. (2008). Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets. <em>System, 36<\/em>(3), 407-422.<\/li>\n<li>Folse, K. (2008). <em>Vocabulary Myths: Applying second language research to classroom teaching<\/em>. Ann Arbor, MI: University of Michigan Press.<\/li>\n<li>Goulden, R., Nation, P., &amp; Read, J. (1990). How large can a receptive vocabulary be? <em>Applied Linguistics, 11<\/em>(4), 341-363.<\/li>\n<li>Kornell, N. (2009). Optimising learning using flashcards: Spacing is more effective than cramming. <em>Applied Cognitive Psychology, 23<\/em>, 1297-1317.<\/li>\n<li>Krashen, S. &amp; Terrell, T. (1983). <em>The natural approach: Language acquisition in the classroom.<\/em> London &amp; New York: Prentice Hall.<\/li>\n<li>Laufer, B. &amp; Ravenhorst-Kalovski, G.C. (2010). Lexical threshold revisited: Lexical text coverage, learners\u2019 vocabulary size and reading comprehension. <em>Reading in a Foreign Language,<\/em> 22, 15-30.<\/li>\n<li>Lee, J. H. &amp; Levine, G. (2020). The effects of instructor language choice on second language vocabulary learning and listening comprehension. <em>Language Teaching Research, 24<\/em>(2), 250-272.<\/li>\n<li>Lipinski, S. (2010). A frequency analysis of vocabulary in three first-year textbooks of German. <em>Die Unterrichtspraxis, 43<\/em>(2)<em>,<\/em> 167-174.<\/li>\n<li>Mayer, R.E. (2009). <em>Multimedia Learning.<\/em> Cambridge: Cambridge University Press.<\/li>\n<li>Nation, P. (2006). How large a vocabulary is needed for reading and listening? <em>Canadian Modern Language Review, 63, <\/em>59-81.<\/li>\n<li>Schmitt, N. (2008). Instructed second language vocabulary learning. <em>Language Teaching Research, 12,<\/em> 329\u2013363.<\/li>\n<li>Schmitt, N. &amp; Schmitt, D. (2020). <em>Vocabulary in language teaching.<\/em> Cambridge: Cambridge University Press.<\/li>\n<li>Teng, F. (2020). Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination. <em>Language Teaching Research, 24<\/em>(6), 785-812.<\/li>\n<li>Tinkhan, T. (1993). The effects of semantic clustering on the learning of second language vocabulary. <em>System, 21<\/em>(3), 371-380.<\/li>\n<li>Tinkhan, T. (1997). The effects of semantic and thematic clustering on the learning of second language vocabulary. <em>Second Language Research, 13,<\/em> 138\u2013163.<\/li>\n<li>Van Zeeland, H. &amp; Schmitt, N. (2013). Lexical inferencing in first and second language listening. <em>Modern Language Journal, 98<\/em>(4), 1006-1021.<\/li>\n<li>Waring, R. (1997). The negative effects of learning words in semantic sets. <em>System, 25<\/em>(2), 261-174.<\/li>\n<li>Webb, S. A. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. <em>Studies in Second Language Acquisition,<\/em> <em>27,<\/em> 33\u201352.<\/li>\n<li>Webb, S. A. (2007). Learning word pairs and glossed sentences: The effects of a single context on vocabulary knowledge. <em>Language Teaching Research,<\/em> <em>11, <\/em>63\u201381.<\/li>\n<li>West, M. (1930). Speaking-vocabulary in a foreign language: One thousand words. <em>Modern Language Journal, 14<\/em>(7), 509-521.<\/li>\n<\/ul>\n<h2>Textbooks:<\/h2>\n<p><span style=\"color: #000000;\"><b>Deutsch heute:<br \/>\n<\/b><\/span><span style=\"color: #000000;\">Moeller, J., Hoecherl-Alden, G., Adolph, W., &amp; Berger, S. (2009) <\/span><span style=\"color: #000000;\"><i>Deutsch heute\u00a0<\/i> (9th <span style=\"color: #000000;\">edition). Boston: Houghton Mifflin.<\/span><\/span><\/p>\n<p><b>Kontakte:<br \/>\n<\/b>Tschirner, E., Nicolai, B., &amp; Terrell, T. (2009). <i>Kontakte: A communicative approach<\/i> (6<sup>th<\/sup> edition). Boston: McGraw-Hill.<\/p>\n<p><b>Neue Horizonte<br \/>\n<\/b>Dollenmayer, D. &amp; Hansen, T. (2009). <i>Neue Horizonte: Introductory German <\/i>(7<sup>th<\/sup> edition). Boston: Houghton Mifflin.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>References Canale, M. &amp; Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1). 1-47. Carroll, J., Davies, P. &amp; Richman, B. (1971).The American heritage word frequency book. Boston: Houghton Mifflin. Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning, 61(2), 367-413. Ellis,<\/p>\n<p><a class=\"more-link\" href=\"https:\/\/commons.princeton.edu\/words\/references\/\">Continue Reading<\/a><\/p>\n","protected":false},"author":5,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-fullwidth.php","meta":{"footnotes":""},"class_list":["post-11","page","type-page","status-publish","hentry","post-preview"],"_links":{"self":[{"href":"https:\/\/commons.princeton.edu\/words\/wp-json\/wp\/v2\/pages\/11","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/commons.princeton.edu\/words\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/commons.princeton.edu\/words\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/commons.princeton.edu\/words\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/commons.princeton.edu\/words\/wp-json\/wp\/v2\/comments?post=11"}],"version-history":[{"count":9,"href":"https:\/\/commons.princeton.edu\/words\/wp-json\/wp\/v2\/pages\/11\/revisions"}],"predecessor-version":[{"id":33,"href":"https:\/\/commons.princeton.edu\/words\/wp-json\/wp\/v2\/pages\/11\/revisions\/33"}],"wp:attachment":[{"href":"https:\/\/commons.princeton.edu\/words\/wp-json\/wp\/v2\/media?parent=11"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}