Author :
Abstract
Keywords
Abstract
Commonly accepted as an important component in EFL, vocabulary teaching in textbooks plays a great role in how well a learner can communicate in a language because it is the lexical items that convey the information and meaning of what the learner wishes to express. In this paper, we examine the words selected for the vocabulary activity of the textbook. Aiming at A2 Level, Mastermind is used by the 8th grade learners of English attending secondary schools in Turkey in order to portray whether the level of each word in vocabulary activities of the textbook is calibrated and appropriate according to A2 Level, determined by the English Vocabulary Profile based on the levels of Common European Framework of Reference for Languages ranging from A1 to C2. In this context, the Text Inspector, a search tool based on the EVP, is employed as a search instrument in this study. As a result of the analysis carried out, it is found out that the textbook, Mastermind for 8th grade secondary school does not correspond with A2 Level suggested by the 8th grade curriculum of BED in terms of the activities for teaching vocabulary.
Keywords
- Alber, R. (2014). Doing it differently: Tips for teaching vocabulary. Retrieved from www. edutopia.
- Alber, R. (2014). Doing it differently: Tips for teaching vocabulary. Retrieved from www. edutopia. org/blog/vocabularyinstruction-teaching-tips-rebeccaalber.
- Boers, F., & Lindstromberg, S. (2008). How cognitive linguistics can foster effective vocabularyteaching in F. Boers & S. Lindstromberg (Eds.), Applications of cognitive linguistics: Cognitivelinguistic Approaches to teaching vocabulary and phraseology (pp.1-61). Berlin: Mouton de Gruyter.Burton, G. (2012.) Corpora and course books: Destined to be strangers forever? Corpora, 7, 1, 91–108.
- Capel, A. (2010). Insights and issues arising from the English Profile Wordlists project. Cambridge ESOL Research Notes 41, 2–7.
- Capel, A. (2012). Completing the English Vocabulary Profile: C1 and C2 vocabulary. English Profile Journal, 3:1– 14.
- Gairns, R. & Redman, S. (1986). Working with Words. Cambridge: Cambridge University Press.
- Gilmore, A. (2015). Research into practice: The influence of discourse studies on language descriptions and task design in published ELT materials. Language Teaching, 48(4).
- Good, M. (2010). Meet the English Profile Wordlists: describing what learners Can Do. Dictionaries: Journal of the Dictionary Society of North America, 31 (1).
- Gough, P.B. (1984). Word recognition. In P.O. Pearson (Ed). Handbook of reading research (pp. 225- 253). New York: Longman.
- Granger, S. (2015). The contribution of learner corpora to reference and instructional materials design,in S. Granger, G. Gilquin and F. Meunier (eds.) The Cambridge Handbook of Learner Corpus Research. Cambridge: Cambridge University Press, 485–510.
- Harrison, J. (2015). What is English Profile? English Profile in Practice, 5(1).
- Harwood, N. (2005). What do we want EAP teaching materials for? Journal of English for Academic Purposes, 4.
- Harwood, N. (2014). Content, consumption, and production: Three levels of textbook research. In English language teaching textbooks. Palgrave Macmillan, London.
- Hsueh-Chao, M. H., & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a foreign language, 13(1).
- Koprowski, M. (2005). Investigating the usefulness of lexical phrases in contemporary coursebooks. ELT Journal 59 (4).
- Kurtes, S. & Saville, N. (2008). The English Profile Programme − an overview. Cambridge ESOL, Research Notes, 33, 2-4.
- Larsson, S., Mezek, S., & Hommerberg, C. (2017). Vocabulary profiles of English language learning textbooks. LMS: Lingua, 4.
- Leńko-Szymańska, A. (2015). The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data. Learner corpora in language testing and assessment, 115-140.
- López-Jiménez, M. (2014). A critical analysis of the vocabulary in L2 Spanish textbooks. Porta Linguarum, 21.
- McCrostie, J. (2007). Examining learner vocabulary notebooks. ELT Journal, 61(3), 246-255.
- Meunier, F. & Reppen, R. (2015). Corpus versus non-corpus-informed pedagogical materials:Grammar as the focus. In D. Biber and R. Reppen (eds.) The Cambridge Handbook of English Corpus Linguistics. Cambridge: Cambridge University Press, 498–514.
- Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
- North, B. (2005). The CEFR levels and descriptor scales. In Multilingualism and assessment:Achieving transparency, assuring quality, sustaining diversity. Proceedings of the ALTE Berlin Conference, pages 21–66.
- Okamoto, M. (2015). Is corpus word frequency a good yardstick for selecting words to teach? Threshold levels for vocabulary selection. System, 51, 1-10.
- Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language learning, 52(3), 513-536.
- Saville, N., & Hawkey, R. (2010). The English Profile Programme–the first three years. English English Profile Journal, 1-14.
- Schmitt, N. (2000). Vocabulary in language teaching (1st ed.). New York: Cambridge University Press.Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke, UK: Palgrave Macmillan.
- Schmitt, N., & Schmitt, D. (2014). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47(4), 484-503.
- Sun, D. (2017). A contrastive analysis between English Vocabulary Profile and college English wordlist. Theory and Practice in Language Studies, 7(9), 729-736.
- Tomayo, J.M. (1987). Frequency of use as a measure of word difficulty in bilingual vocabulary test construction and translation. Educational and Psychological Measurement, 47, 893-902.
- Winter, G. (2000). A comparative discussion of the notion of validity in qualitative and quantitative research. The Qualitative Report, 4(3), 1-14.
- Zu, F. (2009). Using lexical approach to teach vocabulary.US-China Foreign Language, 7(8), 44-47.
