Lexical Features of Reading Passages in English-Language Textbooks for Vietnamese High-School Students: Do They Foster Both Content and Vocabulary Gain?

Autor/in	Nguyen, Chi-Duc
Titel	Lexical Features of Reading Passages in English-Language Textbooks for Vietnamese High-School Students: Do They Foster Both Content and Vocabulary Gain?
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 52 (2021) 3, S.509-522 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Chi-Duc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688219895045
Schlagwörter	Vocabulary Development; Textbook Preparation; Inferences; Second Language Learning; Second Language Instruction; Reading Comprehension; High School Students; Incidental Learning; Context Effect; Cues; Definitions; Foreign Countries; Reading Processes; Word Frequency; English (Second Language); Vietnam + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Lehrbucharbeit; Inference; Inferenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Inzidentelles Lernen; Stichwort; Begriffsbestimmung; Ausland; Leseprozess; Word analysis; Frequency; Wortanalyse; Häufigkeit; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study examined whether the reading passages in the new series of English-language textbooks for high-school students in Vietnam fostered reading comprehension and incidental vocabulary acquisition through reading by looking at four factors: the number of unfamiliar words in the texts, the importance of these words for text comprehension, the usefulness of contextual clues for interpreting the meanings of these words, and the frequency of these words within and across the texts. Results showed that most of the reading passages were overloaded with novel words and few of these words were important for text comprehension. Rarely did these words reoccur in the texts and the chance for successful lexical inferencing was extremely slim due to the paucity of useful contextual clues. These findings provide useful implications for both second language (L2) instructors and textbook writers inside and outside of this context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01