A comparative analysis of multiword units in the reading and listening input of English textbooks

Abstract

This study examines the occurrence and function of multiword units (MWUs) found in reading and listening input within EFL textbooks commonly used at a Vietnamese university. Lists of MWUs were automatically extracted from this input based on frequency, range, and mutual information score criteria, followed by manual evaluation via a classification framework developed by Simpson-Vlach and Ellis (2010). A final merged list of English textbook MWUs which was used to compare the frequency and functions of MWUs across reading and listening input. The findings revealed significant differences in MWU occurrence and function between reading and listening input, with MWUs occurring more frequently in oral input compared with written input. High frequency spoken MWUs had higher frequency counts than their high frequency written counterparts. A wider range of MWUs were produced in written input, with fewer MWUs being repeatedly used. Reading input exhibited a notably lower presence of stance expressions when contrasted with listening input, while special conversational functions featured more prominently in listening input. The findings suggest EFL teachers and material developers should carefully consider the presence and functions of MWUs found in textbooks, and whether textbook input should be supplemented with other suitable input forms to help learners improve learners’ knowledge and use of MWUs.