Do textbooks support incidental vocabulary learning? – a corpus-based study of Swedish intermediate EFL materials
Bibliographic Data
| ID | 6422331 |
|---|---|
| Authors | Denise Bergström (0000-0002-7098-213X, Luleå University of Technology, corresponding author), Cathrine Norberg (0000-0001-9170-1459, Luleå University of Technology), Marie Nordlund (0000-0002-6004-4115, Luleå University of Technology) |
| Year | 2022 |
| Volume | 16 |
| Issue | 1 |
| Pages | 69-87 |
| Publication date | 2022-12-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 2000-4508 • E-ISSN: 2000-4508 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/20004508.2022.2163050 |
| OpenAlex | W4313203476 |
| Language | EN |
| Citations received | 5 |
| References cited | 52 |
Learning vocabulary is a central but yet complex aspect of learning a language. Hence, researchers stress the importance of facilitating vocabulary development via a structured approach to target words and recycling. While teaching materials have the potential to provide this structure to all students in a classroom, few studies have investigated the vocabulary component of textbooks and the learning opportunities they provide. In the present study, the texts in five series of EFL materials aimed at intermediate learners in Swedish secondary school (years 7–9) were investigated, using corpus-based methods. The results indicate that the texts encompass a suitable amount of unknown vocabulary for vocabulary learning from reading and provide exposure to mid-frequency vocabulary. However, it was also found that these items are not recycled sufficiently. Rather, the materials mainly recycle lexical items that students are likely to know already. It is therefore concluded that although the materials offer input suitable for the target students, they are not structured in a way that supports vocabulary development
Linguistics · Mathematics education · Reading (process · Vocabulary · Vocabulary development · Vocabulary Learning · Computer Science · Natural Language Processing Techniques · Psychology · Second Language Acquisition and Learning · Text Readability and Simplification
Reading in a foreign language
Repetition in Incidental Vocabulary Learning
Learning Vocabulary in Another Language
Making and Using Word Lists for Language Learning and Testing
Second Language Vocabulary Growth
The Percentage of Words Known in a Text and Reading Comprehension
Incidental and Intentional Learning
How Large a Vocabulary is Needed For Reading and Listening?
Matthew Effects in Reading
Longman grammar of spoken and written English
The Effects of Repetition and L1 Lexicalization on Incidental Vocabulary Acquisition
The Lexical Coverage of Movies
The Effects of Repetition on Vocabulary Knowledge
Vocabulary acquisition and the textbook
Selecting Lexical Units in Wordlists for Efl Learners
Words That Matter in L2 Research and Pedagogy
The effects of word form variation and frequency on second language incidental vocabulary acquisition through reading
“Words are picked up along the way” – Swedish EFL teachers’ conceptualizations of vocabulary knowledge and learning
Vocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland China
EFL textbooks for young learners
Profiling vocabulary for proficiency development
Vocabulary in high-school EFL textbooks
Research into practice
Understanding vocabulary acquisition, instruction, and assessment
Proper name theory and implications for second language reading
A reassessment of frequency and vocabulary size in L2 vocabulary teaching
Word Families and Frequency Bands in Vocabulary Tests
A New Academic Word List
EFL Learners' Receptive Knowledge of Derived Words
Longitudinal Vocabulary Development in an EMI International School Context
Lexical Coverages, Inferencing Unknown Words and Reading Comprehension
Frequency in Incidental Vocabulary Acquisition Research
Frequency Effects in Language Processing
The Effects of Repetition on Incidental Vocabulary Learning
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |