Please use this identifier to cite or link to this item: http://hdl.handle.net/10201/13848

Title: Vocabulary in EFL Textbooks. A Contrastive Analysis against Three Corpus-Based Word Ranges
Issue Date: 2009
Publisher: AELINCO
Citation: P. Cantos Gómez & A. Sánchez Pérez (Eds.), A Survey of Corpus-based Research / Panorama de investigaciones basadas en corpus
ISBN: 978-84-692-2198-3
Related subjects: CDU::8- Lingüística y literatura::81 - Lingüística y lenguas
CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre
Keywords: Vocabulary learning
SLA
Corpus linguistics
Frequency
Repetitive practice
Abstract: Vocabulary teaching and learning is one the most important components in textbooks. Vocabulary knowledge is also frequently associated to language fluency. It is therefore important to investigate how textbooks present vocabulary, and how they comply with the conditions necessary for vocabulary learning. We will take into consideration three perspectives here: the conditions derived from cognitive processes of knowledge acquisition, the role of frequency in language and vocabulary learning and the distribution of new words throughout textbooks. The analysis of a specific EFL textbook and the comparison of the results against the rationale supporting the three perspectives mentioned above will reveal whether the textbook is suitable for efficiently reaching the goals regarding vocabulary teaching/learning.
Primary author: Criado Sánchez, Raquel
Sánchez Pérez, Aquilino
Faculty / Departments / Services: Departamentos y Servicios::Departamentos de la UMU::Filología Inglesa
URI: http://hdl.handle.net/10201/13848
Document type: info:eu-repo/semantics/bookPart
Number of pages / Extensions: 14
Rights: info:eu-repo/semantics/openAccess
Appears in Collections:Libros o capítulos de libro

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