Vocabulary is a crucial component for language acquisition and EFL lessons are often dictated by the usage of textbooks and workbooks. The current study therefore aims to investigate how effective textbooks are in helping learners acquire high, mid, and low-frequency words as well as to what degree high and mid-frequency words are repeated throughout the textbooks. Additionally, the study explores the types of exercises presented in the EFL teaching materials, with a particular focus on the extent to which they promote learners' active engagement and use of the vocabulary presented. The findings suggest that EFL teaching materials could benefit from more comprehensive and systematic approaches to vocabulary instruction, which emphasize the active use and recycling of high and mid-frequency words in meaningful contexts. The present study recommends that teaching materials and EFL teachers incorporate more varied and interactive exercises that promote learners’ active engagement and use of the target vocabulary. Additionally, the study uses corpus-based methods to investigate the frequency level of text bodies compiled from EFL textbooks targeting sixth-grade pupils in Sweden. Furthermore, the accompanying workbooks are examined to establish the types of exercises pupils are exposed to through their use. In addition, the study suggests that teachers using the included teaching materials should incorporate additional vocabulary exercises in their EFL instructions to promote the repetition of words found in the textbooks.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hig-41920 |
| Date | January 2023 |
| Creators | Skoglund, Rebecca |
| Publisher | Högskolan i Gävle, Avdelningen för humaniora |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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