An Analysis of Lexical Elements in High School English Textbooks
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The present study conducted an analysis of lexical elements in high school English I textbooks using the categories developed by Kasuya(2000). Two research questions investigated which English lexical elements are presented and how they are treated in high school English I textbooks from the point of view of the lexical approach whose main focus is away from individual words to lexical chunks. Results of the analyses were as follows: the textbooks varied in the number of the lexis-related exercises they included. Lexis-related exercises largely exceeded grammar-related exercises in all of the four textbooks examined suggesting the primacy of lexis over grammar. However, the traditional approach focusing on individual words still appears to prevail. Although the textbooks employed CR activities more than non-CR activities, there was generally a restricted range of CR techniques and they did not create exercises in ways to raise learners’ consciousness of different lexical features effectively. The results were discussed in terms of the lexical approach and the study concluded with some aspects of textbook writing which need to be improved
Abstract
The present study conducted an analysis of lexical elements in high school English I textbooks using the categories developed by Kasuya(2000). Two research questions investigated which English lexical elements are presented and how they are treated in high school English I textbooks from the point of view of the lexical approach whose main focus is away from individual words to lexical chunks. Results of the analyses were as follows: the textbooks varied in the number of the lexis-related exercises they included. Lexis-related exercises largely exceeded grammar-related exercises in all of the four textbooks examined suggesting the primacy of lexis over grammar. However, the traditional approach focusing on individual words still appears to prevail. Although the textbooks employed CR activities more than non-CR activities, there was generally a restricted range of CR techniques and they did not create exercises in ways to raise learners’ consciousness of different lexical features effectively. The results were discussed in terms of the lexical approach and the study concluded with some aspects of textbook writing which need to be improved
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