دورية أكاديمية
Vocabulary in English Textbooks for Vietnamese Upper-Secondary Students: A Comparative Analysis of Reading Passages
| العنوان: | Vocabulary in English Textbooks for Vietnamese Upper-Secondary Students: A Comparative Analysis of Reading Passages |
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| اللغة: | English |
| المؤلفون: | Nam Nhat Lien (ORCID |
| المصدر: | TESL-EJ. 2024 28(2). |
| الإتاحة: | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Secondary Education Grade 10 High Schools |
| Descriptors: | Comparative Analysis, Vocabulary Development, Independent Study, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Textbooks, Secondary School Students, Grade 10, Word Lists, Difficulty Level, Reading Comprehension, Reading Materials |
| مصطلحات جغرافية: | Vietnam |
| تدمد: | 1072-4303 |
| مستخلص: | In EFL countries where English is rarely practiced outside the classroom, textbooks have become the major input source for learners. Particularly in Vietnam, multiple textbook series are available simultaneously for the same grade. Thus, it is important to examine if their vocabulary is appropriate and of similar difficulty. This study aims to investigate and compare the lexical demands, sophistication, diversity, and lengths of reading passages in the eight latest series for Vietnamese 10th graders with 53,360 tokens in total. The results revealed that the most frequent 1,000, 2,000-3,000, and roughly 4,000-word families in the BNC/COCA wordlist, plus proper nouns, marginal words, transparent compounds, and acronyms, were respectively needed for 85%, 95%, and 98% coverage. Additionally, pairwise comparisons uncovered that the passages differ significantly in length yet insignificantly in lexical sophistication and diversity. Therefore, the series appear to be well-suited to co-implementation and facilitative to vocabulary development despite not being optimized for independent learning. The study still calls for simplifying the eight textbook series to promote meaning-focused output. Finally, implications for exploiting and revising these textbook series are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1434079 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1072-4303 |
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