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

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.