Lexical Coverage in Bangladeshi EFL Textbooks: A Corpus-Based Study
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Textbooks are a crucial tool in English as a foreign language (EFL) contexts where out-of-the-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 in 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.
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Copyright © 2021 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.
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ahmed-lexicalcoverageinbangladeshiefltextbooksa.pdf | 2023-05-05 | Public | Download |