Hochschulzugangsprüfungen und die Studienrealität: Eine empirische Untersuchung zu Lese- und Wortschatzanforderungen in der Studieneingangsphase.

In this article, we will present a corpus-based analysis of the reading proficiency levels required in three exams as operationalized by various measures of lexical complexity (DSH, telc C1 Deutsch Hochschule, and TestDaF). These results will be compared to the difficulty levels of actual reading samples from textbooks used by undergraduate students in three subjects (chemistry, economics, and medicine). Some implications for language curricula will also be discussed. [ABSTRACT FROM AUTHOR]