Affiliation:
1. UCLouvain
2. Aix-Marseille Université
Abstract
Abstract
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.
Publisher
John Benjamins Publishing Company
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