Lexical Coverage in Bangladeshi EFL Textbooks: A Corpus-Based Study

Abstract

Textbooks are a crucial tool in English as a foreign language (EFL) contexts where out-ofthe-classroom use of English is minimal. Vocabulary is an essential component of language learning; thus, EFL textbooks should sufficiently represent vocabulary needed for students' academic success. Due to the growing demand for English proficiency locally and internationally, Bangladeshi EFL textbooks' lexical coverage is examined to determine if vocabulary input is aiding students in their K-12 education and their transition to higher education. A corpus-based analysis of the Bangladeshi K-12 textbooks' vocabulary has been conducted, and the vocabulary of university textbooks is compared to the K-12 vocabulary. Results demonstrate that the transitions to academic stages are not easy, as the lexical input found in early-grade textbooks leaves significant gaps in vocabulary found in textbooks of the later grades, and similar results were found in the transition to tertiary levels. Pedagogical implications and recommendations are also discussed.

Transparency of Compounds and their Potential Importance in English Learner Reading Comprehension

“…Nevertheless, in the 1980s, learning vocabulary in a second or foreign language was described as a neglected aspect of language learning (Nation, 2011). More recently, it has been described as the "most rewarding and motivating among all skills" (Ahmed, 2021). This idea of emphasizing vocabulary over grammar was supported by Krashen (as cited in Lewis, 1993), who noted that during travelling, students carry dictionaries, but not grammar books.…”