An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks

Marije Michel,Duy Van Vu

doi:10.51751/dujal9345

Abstract

Vocabulary knowledge, which plays an important role in foreign or second language (L2) learning, involves a range of aspects such as form and meaning, grammatical functions, or word parts. Little research, however, has investigated how aspects of vocabulary knowledge are addressed in L2 textbooks. This study aims to fill that gap by examining the aspects of vocabulary knowledge that English for Academic Purposes (EAP) textbooks pay attention to. To that end, four EAP textbooks of upper-intermediate and advanced levels were investigated. A total of 873 vocabulary activities were identified and analysed based on Nation (2013) and Brown’s (2011) frameworks. Results show that grammatical functions, associations, and word parts receive the most attention in the EAP textbooks while written form, constraints on use, and spoken form receive the least attention. The findings also demonstrate variations among the EAP textbooks in their amounts of attention to different aspects of word knowledge.

Highlights

Supporting information NoneVocabulary knowledge is crucial in learning a second or foreign language (L2) (Nation, 2013) and central to communicative competence (Schmitt, 2000)
Because a distinction is often made between general English and English for specific purposes (ESP) or English for Academic purposes (EAP) (e.g., Hutchison & Waters, 1987), it remains unknown how vocabulary knowledge is addressed in EAP textbooks and whether there is a difference between general English and EAP textbooks
Attention to collocations slightly drops from 11.6% to 9.8% in the Oxford EAP textbooks but grows from 4.0 % to 5.4% in the Cambridge Academic English textbooks when the levels move from B2 to C1

Summary

Introduction

Supporting information NoneVocabulary knowledge is crucial in learning a second or foreign language (L2) (Nation, 2013) and central to communicative competence (Schmitt, 2000). Because a distinction is often made between general English and English for specific purposes (ESP) or EAP (e.g., Hutchison & Waters, 1987), it remains unknown how vocabulary knowledge is addressed in EAP textbooks and whether there is a difference between general English and EAP textbooks The answers to these questions, which are explored in the current study, could provide significant implications for EAP textbook writers, teachers, and learners. Knowledge of word use involves grammatical functions, collocations, and constraints on use This useful and insightful categorisation (Milton, 2013) covers both receptive and productive knowledge and demonstrates the breadth and depth of vocabulary knowledge. It has been widely used in vocabulary research

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