Vocabulary researchers have established that multiple aspects of word knowledge need to be mastered in order for a learner to truly know a word. Teachers, however, seem to follow the commonsense view that equates learning words with learning meanings, and to mostly ignore other aspects of word knowledge. This study seeks to discover whether the same is true of textbooks. The vocabulary activities in nine General English textbooks at three proficiency levels were analysed and each activity’s focus on one or more of nine aspects of vocabulary knowledge noted. The results show that a single aspect of vocabulary knowledge — form and meaning — receives by far the most attention in the textbooks at all three levels, while two other aspects — grammatical functions and spoken form — also receive attention. The other six aspects receive little or no attention. This study thus suggests that a more rounded view of vocabulary knowledge needs to be adopted by materials writers, and argues for an approach in which items are revisited regularly as different aspects of vocabulary knowledge are introduced.
The choice of lexical unit is a significant issue in L2 vocabulary research and pedagogy. This brief review examines two important questions bearing on this issue: (i) How encompassing a lexical unit can learners deal with receptively? and (ii) How much difference does the choice of lexical unit make in practice? Regarding the former, empirical evidence from studies with L2-English learners shows that the broad ‘word family’ unit, requiring considerable knowledge of affixes and the ability to apply this knowledge, cannot be supported. Regarding the latter, estimates of the proportion of English text consisting of derivational forms vary due to differences in approach and text type examined. However, even the smallest estimate is of a magnitude sufficient to have a meaningful impact on text comprehension. Accordingly, this review suggests that the most appropriate lexical unit may be the lemma or flemma. This conclusion has major implications for L2 vocabulary research, with regards to vocabulary testing and estimates of learning needs, and for L2 vocabulary pedagogy, in respect of curriculum planning and the use of word lists.
Extensive reading is believed to have considerable benefits for learners both in terms of learning gains and motivation and seems to be becoming ever more popular in the ELT world. So far, however, there seems to be almost no integration of extensive reading and textbooks. This article argues that textbooks should be encouraging extensive reading, since this will confer further legitimacy on extensive reading and may ease many of the practical difficulties that adopters of extensive reading face. The article then shows how textbooks could encourage extensive reading: directly, by including material involving extensive reading; and indirectly, by approaching textbook reading activities in ways more in tune with extensive reading. A number of proposals for each of these approaches are discussed.
A content analysis instrument was developed to examine differences in gender representation in sexuality education curricula. Fourteen middle school and high school curricula, published between 1985 and 1995, were examined. Variables included illustrations, noun/pronoun usage, and specific topics within the two categories of biological function and mutual interest. The study examined differences in gender representation in illustrations, photographs, cartoons, drawings, and text. Omission of sexuality topics related to gender also was examined. Little difference occurred within the text of the curricula in noun and pronoun usage. Illustrations were few in number, but showed greater female representation. Greater male representation occurred in topics related to drug use, sexual exploitation, sexual desire, and homosexuality. Topics with greater female representation included body image, diseases of the reproductive organs, and hygiene.
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