Analyzing the Vocabulary Demands of Introductory College Textbooks

Abstract

This article describes a study designed to compare the vocabulary demands of introductory college textbooks in several disciplines. The results suggest that the new-vocabulary load in biology textbooks is not as high as that in foreign-language textbooks – as has often been reported – but is higher than in other disciplines. The article concludes with suggestions for helping students manage the vocabulary demands of introductory courses across the curriculum.