Vocabulary In Textbooks Research Articles

A Review of Vocabulary Research in English Textbooks Based on Corpora

With the promulgation of high school New Curriculum Standards, various new textbooks have emerged, and the presentation of knowledge content for vocabulary that has a profound impact on English learning in these textbooks has also changed. Corpus linguistics often uses corpus software as a research tool to efficiently search and extract language patterns from numerous language examples. The research process is objective and the results are scientific. Therefore, more and more scholars are using corpus tools to study vocabulary in English textbooks. This study will summarize the current status of vocabulary research in English textbooks based on corpus and look forward to the development trends in this field. The study aims at revealing the distribution and development patterns of vocabulary in various English textbooks, provide inspiration for future textbook compilation, and provide reference for future vocabulary evaluation research in English textbooks.

Vocabulary in Textbooks: Issues of Selection and Instruction

Vocabulary in Textbooks: Issues of Selection and Instruction

Analysis of Korean elementary English textbook vocabulary activities and differences in textbook writers’ perception on vocabulary knowledge

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.

CEFR 초급학습자 단계에 따른 초등학습자 어휘 분석

This study developed questionnaire items that can identify elementary learners’ vocabulary comprehension based on CEFR basic user level. This study also analyzed the use of textbooks’ vocabulary definitions based on CEFR basic user level. Vocabulary comprehension analysis was conducted on 141 students in 3rd through 6th grades for 33 vocabularies. As a result, Korean elementary learners’ vocabulary comprehension corresponded to CEFR basic user. Usually, A1 was higher than A2 in each vocabulary’s meaning comprehension. CEFR EVP(English Vocabulary Profile) classifies a single vocabulary’s various meanings to different levels. According to this study, 33 vocabularies have 2-4 meanings in CEFR basic user. In contrast, the Korean textbook wasn’t more varied in meaning usage compared to CEFR basic user’s. Specifically, A1 meanings were used more often than A2’s in textbooks. Since this study analyzed textbooks actually used by learners, there could be a relationship between learners’ vocabulary comprehension and textbook vocabulary meaning use. This study suggested a method of developing items according to CEFR level based on textbooks and curriculum vocabularies. The spectrum of vocabularies in the curriculum can be expanded with studies of learners based on CEFR level. Also, it is necessary to expand the vocabulary definitions in textbooks according to learners’ vocabulary comprehension.

On the relationship between mobile-based extramural activities and vocabulary development of EFL learners: a mixed-method study

Mobile-based extramural English (EE) activities, including watching movies, playing digital games, and listening to music outside the classroom, have played an important role in increasing learners' interest in English as a foreign language (EFL). This mixed-method design study aimed to investigate the role of EE activities in the vocabulary development of intermediate EFL learners. The study included a group of 60 learners, including 30 male and 30 female students from two language institutes. A pretest, posttest, and delayed posttest were used. The experimental group utilized WhatsApp to receive electronic vocabulary instruction four days per week for two months as part of the EE activities. In contrast, the control group received classroom instruction using the conventional approach typically employed in EFL contexts for teaching the same textbook vocabulary. A semi-structured interview was conducted to investigate the participants' beliefs regarding their preference for EE-based activities. The results of the EG group revealed that EE-based activities significantly impacted the students' vocabulary learning (p < 0.001). The findings also revealed no significant differences in vocabulary knowledge between male and female students after using EE activities (p = 0.34). The themes that emerged from the qualitative phase suggested that participants preferred EE-based activities as they can result in less mental stress, more vocabulary learning, improved conversation, and improved pronunciation and grammar. Also, the participants preferred various mobile-based EE activities, including watching movies, listening to music, playing multiple games, watching cartoons, and focusing on movie subtitles, which resulted in their vocabulary development. The findings call for language educators to integrate more virtual and online-based EE activities to supplement traditional vocabulary teaching practices.

Assessing the Vocabulary of Middle-School Textbooks of English

The present research paper investigates the vocabulary size of the EFL textbooks designed for middle-school learners in Algeria. Particularly, this study focuses on the frequency and range of lexical items included in the glossaries of the four textbooks with reference to established word lists that were designed for learners of English as a foreign language, namely the New General Service List (NGSL) and Oxford 3000. The results indicate that many of the headwords included in the glossaries of the four coursebooks are off the NGSL list and that a lot of words are difficult, low-frequent and thus unnecessary for beginners. Textbook authors have to consider the selection of frequent and useful vocabulary in the future editions of the middle-school coursebooks of English.

IMPROVED NOISE-RESILIENT ISOLATED WORDS SPEECH RECOGNITION USING PIECEWISE DIFFERENTIATION

Speech is the primary method of communication among humans; it is the main form of communication to deliver emotions and thoughts. Intuitively, humans would find it convenient to communicate with machines through speech. The automatic speech recognition model’s primary goal is to transcribe or identify the word sequence represented by the acoustic signals or speech. In this advanced era of digital media and e-learning platforms, the effective use of voice recognition technology to deliver a more individualized and effective educational experience in e-learning initiatives. It helps the students to improve their oral pronunciation skills. Even though Arabic is one of the most spoken languages, the research works related to Arabic speech and text are lacking when compared to other languages. Here, we propose a hybrid model of [Formula: see text]-Nearest Neighbor (KNN) classifier and Dynamic Time Warping (DTW) for implementing a noise-resilient speech recognition system for isolated words in the Arabic language. The model is implemented with Mel-Frequency Cepstral Coefficients (MFCC) and its piecewise first and second derivatives as feature representation models. The proposed model is implemented in Python and simulated using Arabic Speech Corpus for Isolated Words [A. Alalshekmubarak and L. Smith, On improving the classification capability of reservoir computing for Arabic speech recognition, in International Conference on Artificial Neural Networks (Springer, Cham, 2014), pp. 225–232]. The proposed model is implemented with (1) MFCC alone for feature representation, (2) combination of MFCC with Delta coefficients, and (3) combination of MFCC with Delta and Delta–Delta coefficients. The implemented model is evaluated using different test sets of varying sizes of 100, 200, 500, 1000, 1500, and 2000. Evaluation is performed for both noised and noiseless speech using these three feature representation models and performed an evaluation of these three models. For evaluating this model’s performance in noised conditions, both white and babble noises of various signal-to-noise ratio values such as 10 dB, 20 dB, and 30 dB are added into the noiseless speech and estimate the classification accuracy in those situations. The proposed KNN–DTW model with MFCC outperformed all the other models in the literature. MFCC with Delta and Delta–Delta coefficients is effective than other two models using MFCC and MFCC with Delta coefficients. The proposed model could be used to recognize the isolated word recognition of grade 1 textbook vocabulary in classroom noisy environment for providing a better interactive classroom environment to Kuwaiti elementary students to enhance their math learning level. In an interactive computer-based education environment for Mathematics learning, the proposed model could be recognized as the spoken utterances of students.

Vocabulary Research of English Textbooks for Primary and Secondary Schools

Vocabulary is the foundation of language and plays an important role in language learning. Vocabulary teaching has been paid more and more attention at home and abroad.Whether the vocabulary of English textbooks for primary and secondary schools can meet students' learning and information exchange needs is a question worth exploring.This paper analyzes the vocabulary of English textbooks for primary and secondary schools and shows their usage and coverage in different real language communication activities, which provides statistical reference for the selection and revision of English textbooks for primary and secondary schools in the future.

New Standards of Senior High School Chinese Textbook in Indonesia: A Case Study of the Vocabulary

Abstract. Since the release of the 2013 Curriculum system by the Indonesian Ministry of Education, the vocabulary of Indonesian senior high school Chinese textbooks has constantly been changing. In 2021, The National Language Commission of the Ministry of Education, PRC, released the Chinese Proficiency Grading Standards for International Chinese Language Education (Grading Standard). In the same year, the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia encouraged learning according to students' abilities and provided more expansive space for character development and essential competencies through the 2022 Prototype Curriculum system as an option for all academic units. This curriculum is a system implemented between 2022 and 2024 in the post-COVID-19 learning recovery. Based on the analysis of these new standards, we find out how to adapt to curriculum changes, find out which difficulties arise and how to overcome them. In this study, we use analytic and quantitative research to analyze the teachers' adaptation process to the two new standards in textbook vocabulary. Furthermore, we use the vocabulary statistics of Mandarin textbooks for senior high school, textbook compiling principle-based these two standards and related theory. Through the analysis and statistics of the vocabulary in this textbook, we found that teachers need to adjust some main words in adapting to the two new standards and make a vocabulary selection and supplement to the textbook vocabulary. In addition, to meet the standards of government textbook preparation and meet the expectations of textbook users to understand social life in China through vocabulary to achieve better communication, teachers need teaching resources for textbook vocabulary teaching in this adaptation.Keywords: Indonesian curriculum Prototype Curriculum,Vocabulary learning,Chinese Language new standard, Bahasa Mandarin/汉语 textbook.

ANALISIS PENGGUNAAN KOSAKATA SERAPAN DALAM BUKU TEKS BAHASA INDONESIA KELAS VII

Analysis of the Use of Absorbed Vocabulary in Indonesian Language Textbook Class VII. This study aims to identify the form of vocabulary and types of absorption vocabulary used in textbooks. The type of research used is qualitative research by describing qualitative descriptive data. The data source of this research is Indonesian Class VII Textbook. Data collection techniques were carried out using reading techniques, note-taking techniques and inventory. The research instrument consisted of the main instrument, namely the researcher and the observation guide table. The results showed that absorption vocabulary in Indonesian textbooks for grade VII, based on absorption vocabulary in the form of adoption, adaptation and hybridization, types of absorption vocabulary were categorized as nouns, adjectives and verbs, there were several findings of absorption vocabulary from foreign and regional languages in Indonesia. Indonesian textbook for class VII. The use of vocabulary and regions tends to be more positioned as objects and in sentences in Indonesian class VII textbooks.

A corpus-based comparative analysis of elementary school English textbooks in South Korea and China

The present study aims to provide implications applicable to Korean English education by comparing Korean and Chinese elementary school English textbooks. Five types of Korean elementary school English textbooks and three types of Chinese elementary school English textbooks for 6th grade were constructed as a corpus. To find out how Korean and Chinese elementary English textbooks differs from English corpus, the Corpus of Contemporary American English (COCA) and The Child Language Data Exchange System (CHILDES) were selected. The study results are as follows. First, in terms of vocabulary characteristics, Chinese textbooks had higher lexical diversity and used more familiar, concrete and emotional vocabulary. Second, in terms of sentence and discourse characteristics, as the esult of the average sentence length, syntactic complexity of the sentence, readability index, cohesion analysis, text difficulty of Chinese textbooks was higher. Third, although the high-frequency vocabulary of Korean and Chinese English textbooks was generally similar, there was a difference in that first and second person pronouns are used more frequently and the conjunction ‘and’ is used less frequently in Korean textbooks. As a result of comparison with the English corpus, the high-frequency vocabulary of Korean and Chinese textbooks was more similar to the children’s corpus rather than the general corpus.

Vocabulary recommendation approach for forced migrants using informal language learning tools

Learning a new language is a major challenge faced by many forced migrants. Current vocabulary learning curricula are not adapted to the migrants’ needs, which makes the learning process even more challenging. Today, the widespread use of smartphones among forced migrants provides us with new opportunities to collect and recommend the vocabulary they need. In this work, we propose a demographic- and content-based vocabulary recommendation approach that considers the migrant’s status, migration stage, and vocabulary themes. Based on our approach, the vocabulary recommended to a forced migrant belongs to the same theme as the vocabulary that other forced migrants in the same migration stage chose to learn. The approach was evaluated with 37 Syrian refugees in Lebanon and Germany that used SCROLL, an informal language learning tool, to learn their target language. We compared the learning achievement and motivation of the participants when they learned the recommended vocabulary and the standard textbook vocabulary. Our results showed that the proposed vocabulary recommendation approach resulted in higher learning achievement for refugees in Germany and higher motivation levels for refugees in Germany and Lebanon. Tailored vocabulary recommendation approaches showed potential to improve the language learning experience of forced migrants and warrant further study.

2015 개정 교육과정에 기초한 「영어」 교과서와 고2 영어 국가수준학업성취도평가에 나타난 등급화된 단어의 분포

2015 개정 교육과정에 기초한 「영어」 교과서와 고2 영어 국가수준학업성취도평가에 나타난 등급화된 단어의 분포

현용 한국과 일본의 중학교 1학년 국어교과서 어휘 연구 -한국의 중1 자유학기제에 따른 변화에 주목하여-

현용 한국과 일본의 중학교 1학년 국어교과서 어휘 연구 -한국의 중1 자유학기제에 따른 변화에 주목하여-

국어과 어휘의 명시적 교수가 읽기이해부진 학생의 어휘에 미치는 효과

국어과 어휘의 명시적 교수가 읽기이해부진 학생의 어휘에 미치는 효과

2015 개정 영어과 교육과정에 따른 중학교 교과서의 산출 어휘에 관한 분석

2015 개정 영어과 교육과정에 따른 중학교 교과서의 산출 어휘에 관한 분석

현용 한・일 고등학교 국어교과서 어휘의 어종 및 어구성 연구

본고는 한국과 일본에서 2020년 현재 사용하고 있는 고등학교 국어교과서 어휘의 어종(語種) 및 어구성(語構成)에 주목하여, 이를 『分類語彙表』(1964)에 의거하여 의미분포상의 특징과 관련지어 분석하고, 역으로 의미범주별로 어종 및 어구성을 분석함으로써, 언어학적, 의미론적 관점에서 양국 교과서 어휘의 특징을 밝히는 것을 연구 목적으로 한다. 연구방법으로서는 카이제곱 검정을 통해 유의차를 산정하여 대조하였다. 양국의 교과서 어휘는 개별어수에서는 유사한 특징을 보이나 전체어수에서는 차이가 크게 나타났다. 전체어수의 경우, 한국은 어종에서는 한자어와 혼종어, 어구성에서는 복합어의 비중이 높고 더불어 구성성분이 3개 이상인 경우가 상대적으로 많았다. 한편, 일본은 어종에서는 고유어와 외래어, 어구성에서는 단일어 및 파생어의 비중이 높고, 한국에 비해 접두사의 사용량이 많았다. 5개 의미분야별로 보면 양국 모두 <1.5자연물 및 자연현상>, <1.1추상적 관계>에서는 고유어, <1.3인간활동-정신 및 행위>에서는 한자어 비중이 높다. 특히, 전자는 일본, 후자는 한국의 비중이 상대적으로 높다. <1.4생산물 및 도구>에서는 한국은 한자어, 일본은 고유어 비중이 높다. 어구성에서 양국은 5개 의미분야 모두 단일어의 비중이 높고, 특히 일본이 상대적으로 높다. 파생어 및 복합어는 양국 모두 <1.4> 및 <1.2인간활동의 주체>에서 비중이 높고, 특히 한국이 상대적으로 높다. 이상을 통해, 양 어휘의 의미분포와 언어적 특성이 맞물리면서 어종 및 어구성에서 양국 간 차이가 나타나고 있음을 확인하였다.

Vocabulary Agreement between Academic Korean and Korean Language Course Textbook Review and Implications

본 연구는 2017년에 수정 고시된 개정 한국어(KSL) 교육과정과 국어과 교육과정 간의 연계성을 기반으로 한 효과적인 교육 방안을 구상할 근거를 마련하고자 하는 데에 목적을 두었다. 우선 본 연구의 대상자인 중도입국 한국어 학습자를 위해 이러한 목적을 달성하기 위하여, 개정 한국어(KSL)에서의 ‘학습 한국어’의 영역과 관련 문헌에 대한 비판적 고찰을 한 데 이어, 그 해당 어휘 목록과 국어과 교재 간의 일치율까지 검토해 보았다. 이러한 문헌 분석과 말뭉치 분석 방법(corpus analysis)을 통해 도출된 연구 결과는 다음과 같았다. 먼저 개정 전과 후의 한국어(KSL)에서의 학습 한국어 어휘 수가 크게 늘었음을 알 수 있었다. 그 다음으로는 개정 한국어(KSL)의 중·고등학교 학습 한국어와 국어과 교재 간의 어휘 일치율을 통하여 특정 출판사(두산 2, 신사 1, 2)에 해당하는 교재가 난이도 측면에서 낮거나 학습 부담감을 가장 크게 덜어줄 수 있음을 알 수 있었다. 이에 본 연구는 개정 한국어(KSL) 교육과정과 국어과 교육과정이 연계된 수업 현장에서 교사가 실제 활용 가능한 교재를 선정하는 데에 있어 참고할 만한 구체적 단서를 얻었으면서, 차후에는 보다 실질적인 교재 내용의 구상으로 반영될 것을 기대할 수 있었다.The purpose of this study is to provide a basis for the development of an effective educational plan based on the connectivity between the revised Korean as a Second Language Curriculum and the Korean Language Course. In order to achieve the purpose of this study, for immigrant adolescent Korean learners, critical review of the area of Learning Korean in the revised Korean as a Second Language Curriculum and related document was conducted. A review of agreement between their related vocabulary and Korean Language Course Textbook Vocabulary was conducted as well. The study results derived from the document analysis and corpus analysis were as follows. First of all, it was found that the number of Korean language vocabulary of revised Korean as a Second Language Curriculum was increased greatly after revision. In the second place, through the agreement of vocabulary between middle and high school learning Korean of revised Korean as a Second Language Curriculum and Korean Language Course Textbook of revised Korean as a Second Language Curriculum, the textbooks corresponding to specific publishers (Doosan 2, Shinsa and 1,2) are the lowest in terms of difficulty or the burden of learning is lowest. Therefore, this study found the specific clues that can be used for selecting practical teaching materials that teachers can use in the classrooms linked with the revised Korean as a Second Language Curriculum and Korean Language Course and in the future, it could be expected to reflect more substantive textbook contents.

북한의 중학교 러시아어 교과서의 어휘적 특징: 코퍼스 기반 어휘 분석을 기반으로

북한의 중학교 러시아어 교과서의 어휘적 특징: 코퍼스 기반 어휘 분석을 기반으로

중국어 2급 교재 어휘 분석 - 『國際漢語敎學通用大綱』과 비교하여

중국어 2급 교재 어휘 분석 - 『國際漢語敎學通用大綱』과 비교하여