Abstract
Based on the nation’s framework of vocabulary depth, the present study investigated
 whether the proportion of vocabulary knowledge aspects in EFL textbooks would vary
 as a function of publishers (i.e., five textbook publishers) and grades (i.e., from 3rd
 to 6th grades). Log-linear analysis of 8,254 activities from 20 elementary school
 textbooks in Korea was conducted. Specifically, a noteworthy pattern emerged that
 the form aspect was more emphasized than the use aspect in Publisher C’s textbook
 while the opposite was observed from Publisher E. Expanding from this quantitative
 result, follow-up interviews with Publishers C and E were conducted. The content
 analysis of the qualitative data showed that all four textbook writers conceptualized
 vocabulary knowledge as consisting of all three aspects, while acknowledging the
 relative importance of the formal aspect of vocabulary learning for EFL learners in
 elementary schools. The present study discusses how the matter of vocabulary depth
 could be addressed in light of material development on a curriculum level.
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