Publication: Vocabulary in EFL textbooks. A contrastive analysis against three corpus-based word ranges
Authors
Criado, Raquel ; Sánchez Pérez, Aquilino
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Publisher
AELINCO
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Cantos Gómez, Pascual
Sánchez Pérez, Aquilino
Sánchez Pérez, Aquilino
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DOI
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info:eu-repo/semantics/bookPart
Description
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.
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Citation
Criado, R. & Sánchez, A. (2009). Vocabulary in EFL textbooks. A contrastive analysis against three corpus-based word ranges. In P. Cantos Gómez & A. Sánchez Pérez (Eds.), A Survey of Corpus-based Research / Panorama de investigaciones basadas en corpus (pp. 862–875). Asociación Española de Lingüística de Corpus. ISBN: 978-84-692-2198-3
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