Textbook Vocabulary Profile

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Textbook’s vocabulary profile and review

According to Schmitt (2000), vocabulary is a set of words or word families that is used for linguistic communication. Although learning vocabulary is an essential part in a foreign language learning (Dodigovic, 2013), it causes difficulties for students for a variety of reasons. The first one is the amount of words, that nonnative English speaker has to know in order to communicate and understand English language well. Depending on learner’s role, this number may vary from 2000 the most basic and common lexis to 150000-20000 word families of native speaker-like vocabulary size (Nation & Waring, 2007). The next reason is the different aspects of knowing a word, such as word’s meaning, register,
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Many researches evaluated or reviewed ESL/EFL textbooks from all aspects (e.g. availability, rationale, authenticity and etc.), without specific focus. This particular research focuses on vocabulary profiling of the textbook “Enjoy English” (2010) and its review in terms of vocabulary delivery.
The paper consists of introduction, literature review part, methodology (textbook, target audience, framework, procedure subsections), implications and conclusion.
Literature Review
In this part of the paper some background information about profiling vocabulary in second language learning will be introduced. Moreover, the literature about frameworks for ESL/EFL textbooks review and evaluation will be observed. Then, the gap will be identified, according to the purpose of current project.
Profiling vocabulary
Vocabulary profiling is a method that profiles learner’s corpora in order to explore vocabulary features in terms of collocation and frequency. A special on-line program, Vocabprofile, has been designed by Cobb (2010) that can be used now by teachers and individual learners for their textbooks or any text
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She mentioned some important issues, such as classroom attitude towards ESL textbooks in general or common theoretical and practical problems of these textbooks. Then she presented her own framework for the evaluation. It covers many aspects of the textbook without any specific focus. Her framework consists from: rationale, availability, user definition, layout/graphics, accessibility, linkage, selection/grading, physical characteristics, appropriacy, authenticity, sufficiency, cultural bias, educational validity, stimulus/practice/revision, flexibility, guidance, overall value for money. All criteria were well explained using the questions they have to answer. The author noticed that textbook ‘is not a once-only activity’ (Sheldon, 1988, p. 245), therefore any textbook should be evaluated in terms of the integration to long-term goals and contribution to

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