“The Text Comes First” – Principles Guiding EFL Materials Developers’ Vocabulary Content Decisions

Bergström, Denise; Norberg, Cathrine; Nordlund, Marie

doi:10.1080/00313831.2021.1990122

Cited by 9 publications

(8 citation statements)

References 24 publications

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“…The four teachers participating in our study belong to a minority who use authentic literature as the central element in their EFL classroom rather than textbooks (Bergström et al, 2021;Torrano-Guillamón et al, 2019). This literature, originally intended for native English-speaking children, may pose linguistic difficulties for non-native readers (Macalister & Webb, 2019); however, these teachers demonstrated in the interviews that they had developed several strategies to assist their students in overcom-ing such linguistic difficulties, since their main aim was to work on specific linguistic content that is present in the books.…”

Section: Discussionmentioning

confidence: 99%

“…Language teachers have traditionally been identified as active agents who may make instructional choices based on their beliefs (Borg, 2003). In relation to this, several studies have shown that teachers of English as a Foreign Language (EFL) usually opt for the textbook as the main teaching material in their classrooms (Bakken & Lund, 2018;Bergström et al, 2021;Zhang, 2020). Other works have reported that some teachers deem authentic literature to be a useful tool for foreign language learning, but many lack the confidence or preparation to use it in the classroom (Torrano-Guillamón et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Libro álbum y enseñanza del inglés como lengua extranjera. Un estudio piloto sobre creencias docentes

Laliena

Sala²,

Yebra³

2022

AULA_ABIERTA

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Numerosas investigaciones han estudiado la utilidad de la literatura auténtica para la enseñanza de lenguas extranjeras, pero pocas han investigado el pensamiento docente sobre la viabilidad de la aplicación del género concreto del libro álbum para la enseñanza del inglés como lengua extranjera. El objetivo de este estudio de corte cualitativo era analizar las creencias de cuatro docentes en relación con la selección de obras literarias para el aula de inglés y con la viabilidad del libro álbum para tal fin. Se realizó un análisis categorial inductivo de la información recogida mediante entrevistas semiestructuradas. Los resultados mostraron que la posibilidad de trabajar sobre contenidos lingüísticos concretos era uno de los principales criterios que orientaban la selección y el uso de libros en el aula. Además, las participantes valoraron la dificultad cognitiva asociada a ciertos rasgos literarios del álbum contemporáneo como un obstáculo para su implementación en el aula de inglés. Así, la indagación sobre de las creencias de las docentes participantes demostró que privilegiaban el uso de literatura infantil para la promoción de la alfabetización funcional en inglés, pero no contemplaban usarla para trabajar la alfabetización literaria o las habilidades cognitivas de los alumnos en el aula de inglés.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Libro álbum y enseñanza del inglés como lengua extranjera. Un estudio piloto sobre creencias docentes

Laliena

Sala²,

Yebra³

2022

AULA_ABIERTA

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“…Currently, teachers and material developers rarely discuss word family frequency to optimize word family frequency as the benchmarking to create learning and teaching materials, especially for reading text (Bergström et al, 2023). Besides, the newest research release gives this study limited references for future research.…”

Section: Introductionmentioning

confidence: 99%

Profiling Vocational School Students' Word Knowledge Level: A Study in Jakarta Timur

Wiranty,

Andang Saehu,

Hanna Sundari

et al. 2024

JEELS

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students are expected to acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. Nevertheless, only a few studies are refocusing on vocational school students. Therefore, this study descriptively analyzed the word knowledge level of vocational school students. This study was conducted online with 173 vocational school students in grades 10th and 11th. The result shows that above 70% of 173 participants successfully answered the 4,000 up to 5,000-word level, equivalent to K4 and K5 in vocabulary level. In contrast, the rest participants can answer the 1,000 up to 3,000-word level. The results indicate that the participants passed the requirements for communicative and academic purposed. This study also proposed the relevance of VLT results through post-graduate plans and gender diversity. The relevance becomes teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their goals and needs.EFL students must acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. With such an enormous number of words, teachers must examine students’ word knowledge levels through the Vocabulary Level Test (VLT) before teaching and learning to determine relevant learning materials based on students’ needs and goals. Many related studies focus on senior school students. However, this study draws on vocational school students as they commonly work after graduation, and the ability to communicate with the English language is needed. Therefore, this study descriptively analyzed the result of the Vocabulary Level Test in 173 vocational school students majors. The result shows that more than in all 70% of participants successfully answered the 4,000 up to 5,000word level. Meanwhile, the rest of the participants could answer 1,000 to 3,000 words. The relevance of this study is the teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their needs, as well as the students’ scores in VLT.

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“…The quality of sentences significantly produced depends on the student's vocabulary level. According to Bergström (2023) and Frances et al (2020), acquiring a wide range of vocabulary is crucial for effectively learning and mastering a new language, as it is an essential prerequisite for engaging with unfamiliar linguistic systems.…”

Section: Introductionmentioning

confidence: 99%

Can Picture Dictionaries Unlock Vocabulary Mastery? Unveiling Insights Through Quasi-Experimental Research

Menggo,

Amul,

Ndiung

2024

VELES

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The current study assessed the effectiveness of employing a Picture Dictionary to enhance the vocabulary acquisition of junior high school learners. A significant improvement in vocabulary comprehension was found to have been correlated with learners taking advantage of a visual dictionary compared to those who did not use such a resource. This idea points out that visual dictionaries could be a good option for students to enhance their vocabulary acquisition efforts. This research used a quasi-experimental design and the test as the research instrument to determine the students' vocabulary mastery. In this research, the test is the research instrument to determine the student's vocabulary mastery. This research has been conducted on seventh-grade students in the academic year 2022-2023 with a total sample of sixty respondents. A random sampling technique was employed to determine the group of respondents. The experimental and control groups' average scores differ, as determined by the data analysis. By comparison, the control group attained an average score of 61.7, but the group participating in the experiment attained a mean score 80. The average scores indicate that the group participating in the experiment achieved a mean score greater than the control class.

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“The Text Comes First” – Principles Guiding EFL Materials Developers’ Vocabulary Content Decisions

Cited by 9 publications

References 24 publications

Libro álbum y enseñanza del inglés como lengua extranjera. Un estudio piloto sobre creencias docentes

Libro álbum y enseñanza del inglés como lengua extranjera. Un estudio piloto sobre creencias docentes

Profiling Vocational School Students' Word Knowledge Level: A Study in Jakarta Timur

Can Picture Dictionaries Unlock Vocabulary Mastery? Unveiling Insights Through Quasi-Experimental Research

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