Analyzing vocabulary activities in EFL textbooks*

Autores

DOI:

https://doi.org/10.23925/2318-7115.2019v40i2a7

Palavras-chave:

Vocabulary, Reading, Textbooks

Resumo

EFL textbooks were analyzed to investigate the relationship between the reading units and the vocabulary activities. From the three textbooks analyzed, only textbook one has a clear relationship between reading and vocabulary. A framework was also developed to investigate several aspects regarding the vocabulary activities. The first aspect regards how vocabulary was approached, and results have shown that vocabulary appears in different ways. The second aspect concerns glossaries/dictionary use, which was found that activities from all textbooks could be used as glossaries, while only textbooks two encourage dictionary use. The third aspect regards word-frequency, and only textbook one had more high-frequency words. The fourth aspect concerns the number of opportunities to find words in the input, and, again, only textbook one did so. The last aspect examined the depth of processing of the activities, and it was found that most of them promote a shallow level of processing.

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Biografia do Autor

Bruno De Azevedo, Universidade Federal de Santa Catarina

Doutorando em Estudos da Linguagem no Programa de Pós-Graduação em Inglês da Universidade Federal de Santa Catarina (UFSC). Mestre em Inglês pelo Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários (UFSC - 2018). Especialista em Ensino da Língua Inglesa pela Universidade Comunitária da Região de Chapecó (UNOCHAPECÓ - 2015). Participou de aperfeiçoamento em Teaching English to Speakers of Other Languages (TESOL) pela International Language Academy of Canada (ILAC - 2014). Graduado em Letras Trilíngue pela Universidade Alto Vale do Rio do Peixe (UNIARP - 2013). Tem experiência em Ensino da Língua Inglesa, em especial na área de leitura e formação de leitores proficientes em Língua Inglesa. Atualmente, é integrante do Núcleo de Estudos em Leitura (NEL) da UFSC, na área do processamento da compreensão leitora.

Lêda Maria Braga Tomitch, Universidade Federal de Santa

Lêda Maria Braga Tomitch is Professor at the Foreign Languages Department, Federal University of Santa Catarina. She holds a PhD degree in English. Her interests include working memory capacity and reading, reading and the brain; and reading instruction. Her current research is on bilingual reading in typical and atypical contexts. Email: leda@cce.ufsc.br

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Publicado

2019-12-10

Como Citar

De Azevedo, B., & Tomitch, L. M. B. (2019). Analyzing vocabulary activities in EFL textbooks*. The Especialist, 40(2). https://doi.org/10.23925/2318-7115.2019v40i2a7

Edição

v. 40 n. 2 (2019)

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Artigos

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Os autores concedem à revista todos os direitos autorais referentes aos trabalhos publicados. Os conceitos emitidos em artigos assinados são de absoluta e exclusiva responsabilidade de seus autores.