The treatment of vocabulary in EFL textbooks

  1. López-Jiménez, María Dolores
Journal:
Elia: Estudios de lingüística inglesa aplicada

ISSN: 1576-5059

Year of publication: 2009

Issue: 9

Pages: 59-82

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Elia: Estudios de lingüística inglesa aplicada

Abstract

This empirical study researches the treatment given to vocabulary in current textbooks published for teaching English as a foreign and/or second language (EFL/ESL). The article starts with a description of some of the strengths and weaknesses of L2 textbooks. It continues with different aspects related to the introduction of new vocabulary such as ways of organizing it and the main presentation techniques. It moves on to vocabulary practice and factors that influence L2 vocabulary retention in long term memory. Furthermore, the importance of other lexical aspects such as vocabulary recycling, vocabulary learning strategies and the presence of glossaries with L1 translation equivalents at the end of textbooks is discussed. The rest of the article is devoted to the empirical study which consisted of (a) an analysis of 12 textbooks for teaching English in Spain and (b) a questionnaire distributed among 116 Spanish EFL teachers in order to assess their views of the treatment of vocabulary in EFL textbooks they were using. The analysis of the data from both sources, that is, the textbooks under scrutiny and the responses to the questionnaire reveals that the treatment of vocabulary in current EFL textbooks is rather traditional and economic benefits are given preference over pedagogical ones.

Bibliographic References

  • Ahmed, M. O. (1989). Vocabulary learning strategies. In P. Meara (Ed.) Beyond words (pp. 3-14). London: Centre for International Language Teaching and Research.
  • Brown, C. (1983). Some principles of mental organization of the second language lexicon. In C. Campbell, V. Flashner, T. Hudson, & J. Lubin (Eds.), Proceedings of the Los Angeles Second Language Research Forum. Vol. II. Los Angeles: ESL Section, English Department, University of California, Los Angeles.
  • Dat, B. (2008). ELT materials used in Southeast Asia. In B. Tomlinson (Ed.), English language learning materials (pp. 263-280). London: Continuum International Publishing Group.
  • Folse, K. (1999). The effect of type of written practice activity on second language vocabulary retention. Unpublished doctoral dissertation, University of South Florida, Tampa.
  • Folse, K. (2004). Vocabulary myths. Ann Arbor: The University of Michigan Press.
  • Gairns, R., & Redman, S. (1986). Working with words. Cambridge: Cambridge University Press.
  • Gitsaki, C. (1996). The development of ESL collocational knowledge. Doctoral dissertation, Centre for Language Teaching and Research, The University of Queensland, Brisbane, Australia.
  • Gómez Molina, J. R. (2004). Los contenidos léxico-semánticos. In J. Sánchez Lobato & I. Santos Gargallo (Eds.), Vademécum para la formación de profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE) (pp. 789-810). Madrid: SGEL.
  • Harmer, J. (2001). The practice of English language teaching. London: Longman.
  • Hulstijn, J. (1993). When do foreign-language readers look up the meaning of unfamiliar words? The influence of task and learner variables. The Modern Language Journal, 77, 139-147.
  • Kachroo, J. N. (1962). Report on an investigation into the teaching of vocabulary in the first year of English. Bulletin of the Central Institute of English, 2, 67-72.
  • Laufer, B., & Shmueli, K. (1997). Memorizing new words: Does teaching have anything to do with it? RELC Journal, 28, 89-108.
  • Laufer, B., & Hulstijn, J. (1998, March). What leads to better incidental vocabulary learning: Comprehensible input or comprehensible output? Paper presented at the Pacific Second Language Research Forum (PacSLRF), Tokyo.
  • Lawley, J. (2000, June). Muchos libros de inglés dan más problemas que soluciones. El País, p. 6.
  • Lawley, J. (in press). Conspicuous by their absence: The infrequency of very frequent words in English as a foreign language (EFL) materials. In R. Chacón-Beltrán, C. Abello-Contesse, M. M. Torreblanca-López, & M. D. López-Jiménez (Eds.), Further insights into non-native vocabulary teaching and learning. London: Multilingual Matters.
  • Lewis, M. (1993). The Lexical Approach. The state of ELT and the way forward. London: Language Teaching Publications.
  • Lewis, M., & Hill, J. (1985). Practical techniques for language teaching. London: Language Teaching Publications.
  • Lotto, L., & de Groot, A. (1998). Effects of learning method and word type on acquiring vocabulary in an unfamiliar language. Language Learning, 48, 31-69.
  • Nation, I. S. P. (1993). Measuring readiness for simplified material: A test of the first 1,000 words of English. In M. Tickoo (Ed.), Simplification: Theory and application (pp. 193-202). Singapore: RELC.
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
  • O’Dell, F. (1997). Incorporating vocabulary into the syllabus. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 258-278). Cambridge, UK: Cambridge University Press.
  • O’Malley, J. M. (1987). The effects of training in the use of learning strategies on acquiring English as a second language. In A. Wenden & J. Rubin (Eds.), Learning strategies in language learning (pp. 133-144). London: Cambridge University Press.
  • Oxford, R. (1990). Language learning strategies, what every teacher should know. Boston: Heinle & Heinle.
  • Oxford, R. L., & Scarcella, R. C. (1994). Second language vocabulary learning among adults: State of the art in vocabulary instruction. System, 22, 231-243.
  • Papathanasiou, E. (2009). An investigation of two ways of presenting vocabulary. ELT Journal, doi:10.1093/elt/ccp014.
  • Pimsleur, P. (1967). A memory schedule. Modern Language Journal, 51, 73-75.
  • Richards, J. C. (1976). The role of vocabulary teaching. TESOL Quarterly, 10, 77-89.
  • Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics. London: Pearson Education Limited.
  • Sanaoui, R. (1995). Adult learners’ approaches to learning vocabulary in second languages. The Modern Language Journal, 79, 15-28.
  • Saragi, T., Nation, I. S. P., & Meister, G. F. (1978). Vocabulary learning and reading. System, 6, 72-78.
  • Schatz, E. K., & Baldwin, R. S. (1986). Context clues are unreliable predictions of word meanings. Reading Research Quarterly, 21, 429-453.
  • Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 199-227). Cambridge: Cambridge University Press.
  • Sheldon, L. E. (1987). Introduction. In L. E. Sheldon (Eds.), ELT textbooks and materials: Problems in evaluating and development (pp. 1-10). London: Modern English Publications and the British Council.
  • Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42, 237-246.
  • Swan, M. (1992). The textbook: Bridge or wall? Linguistics and Language Teaching, 2, 32-35.
  • Thornbury, S. (2002). How to teach vocabulary. Essex, England: Longman.
  • Tinkham, T. (1993). The effect of semantic clustering on the learning of second language vocabulary. System, 21, 371-380.
  • Tomlinson, B. (1991). Survey: Vocabulary practice books. ELT Journal, 45, 169-173.
  • Tomlinson, B. (2008). English language learning materials. London: Continuum International Publishing Group.
  • Waring, R. (1997). The negative effects of learning words in semantic sets: A replication. System, 25, 261-274.
Data source: Dialnet