AN EXAMINATION OF VOCABULARY PRESENTATION IN TEXTBOOK “NEW ENGLISH 9”

1 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LE THI THU NGOC AN EXAMINATION OF VOCABULARY PRESENTATION IN TEXTBOOK “NEW ENGLISH 9” Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60 14 01 11 MASTER’ S THESIS IN EDUCATION SUPERVISOR: Le Van Canh, Prof Nghe An, 2017 ABSTRACT Textbooks are important tools to develop the lexical competence of English foreign language learners However teachers and researchers have paid little attention to the language input contained in textbooks, particularly as far as the representation of lexical knowledge and knowledge dimensions in vocabulary activities are concerned This study examined two sets of nationally published new textbooks TIENG ANH (Books and 2) provide the major lexical input for ESL students in classrooms, which were being piloted and planned to be introduced officially in 2018 in secondary schools in Vietnam The research intended to investigate how vocabularys is presented in the new textbooks and to clarify how lexis is treated through analyzing exercises from the textbooks Lexical Frequency Profile and Lexical Variation were used to explore the lexical coverage of the textbook title Results have shown that the textbook users are exposed to a reasonably adequate exposure of the low frequency words The second objective was to examine the vocabulary exercises in the textbooks with the aims of identification of the dimensions involved in the vocabulary activities included in the two textbooks and ascertaining whether there were differences in the distribution of vocabulary knowledge dimensions in two textbooks of the same grade Results show that the distribution of vocabulary knowledge dimensions is a high degree of similarity between both books Nevertheless, differences could also be observed between TA9 -1 and TA9-2 in the number of vocabulary activities Although both textbooks are used at the same level, the close analysis of their vocabulary activities reveals differences, which may give rise to differences in learners’ lexical acquisition and output ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my thesis advisor Assoc.Prof Dr Le Van Canh who I believe is the most wonderful supervisor, for his valuable direction, keen insight, precious orientation, continuous support, expert guidance, and patience throughout the study.Assoc.Prof.Le Van Canh provided me with assistance at every stage of the process and invaluable feedback and guidance, which turned this demanding process into a smooth and enjoyable one He always expressed his faith in me I am also grateful to my board of managers and colleagues in Thanh Hoa Provincial Continuing Education Centre for their on-going support and encouragement throughout the study Without that, it would have been harder for me to finish the project I would like to take this opportunity to thank my former colleagues at Dong Tien Secondary school for her continuous encouragement, cooperation and help throughout the study I wish to express my deep appreciation to the members of the MA CHK23 Class of 2015 -2017 for their friendship and support throughout the whole process for her continuous encouragement and help throughout the study Finally, I am deeply grateful to my family, without their love, help, understanding, and encouragement it would have been impossible to complete the program TABLE OF CONTENTS LIST OF ABBREVIATIONS AWL Academic Word List BAVE The Business Alliance for Vietnamese Education DEC Declarative knowledge EFL English as a Foreign Language GSL General Service List of English Words LFP Lexical Frequency Profile LV Lexical variation L2 Second Language OCR Optical character recognition MOET Ministry of Education and Training PRO Procedural knowledge STTR Standardised type/token ratio TA9-1 Tieng Anh book TA9-2 Tieng Anh book TA9 Tieng Anh book 1+2 VP Vocabulary Profile LIST OF TABLES Table 2.1 Vocabulary Size and Text Coverage of Written Discourse Table 3.1 An example of a word list table of Tiếng Anh - Book 1( TA9-1) Table 3.2 Vocabulary knowledge dimensions (adapted from Jiménez Catalán (2002:155) Table 4.1 The distribution of words in the textbooks Tiếng Anh Book 1, Tiếng Anh Book and Tiếng Anh Books 1+2 Table 4.2 Comparison of tokens in TA9-1 and TA9-2 Table 4.3 Comparison of token coverage in textbooks Table 4.4 Lexical variation of textbooks by three levels Table 4.5 Cumulative percentage of new word occurrence in TA9-1 and TA9-2 textbooks in term of occurring frequency produced by Range Table 4.6 Distribution of new words in TA9 in term of occurring frequency produced by Range Table 4.7 Lexical variation of textbooks by three levels produced by Range Table 4.8 Frequency of vocabulary exercise types Table 4.9 Distribution of vocabulary activities per unit in TA9-1 Table 4.10 Distribution of vocabulary activities per unit in TA9-2 Table 4.11 Vocabulary knowledge dimensions in the vocabulary activities of TA9-1 Table 4.12 Vocabulary knowledge dimensions in the vocabulary activities of TA9-2 Table 4.13 Comparision of vocabulary activities in TA9-1& TA9-2 and Percentage of vocab activities in TA9 CHAPTER ONE: INTRODUCTION 1.1 Background and rationale Vocabulary learning is central to language acquisition, no matter the language is first,second, or foreign As McCarthy (1990: viii) noted in his introduction, “no matter how well the students learn grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way” If grammar is like the skeleton of a language, vocabulary is like the flesh Without words, the building blocks, communication and understanding cannot be achieved Vocabulary learning is, therefore, one of the specific goals in a language classroom Given the important role of vocabulary in learning English as a foreign language, it is very important to investigate how vocabulary is presented in text books and to clarify how lexis is treated through analyzing exercises from authorized textbooks used for students This is because in many contexts, textbooks are also the syllabus and serve as an important source of lexical input The assessment of EFL textbooks has attracted the attention of language teachers and researchers since the 1980s, but most of the studies used the corpus-based approach to identify the number of words presented in the textbook The new TIENG ANH textbook for high schools students in Vietnam is being piloted but it seems that no attention is given to vocabulary This is the motivation behind the study reported in this thesis, whose focus is on how vocabulary is treated in the TIENG ANH ( a textbook for grade students), which is planned to be in use soon after the piloting time 1.2 The aims of the study The aim of this study is to ascertain the opportunities for vocabulary learning offered to students by the new textbook TIENG ANH (Books and 2), which were being piloted and planned to be introduced officially in 2018, from the point of view of the frequency of lexical items and repetitive activities focused on vocabulary To achieve this aim a content analysis technique was adopted 1.3 Research questions In order to achieve the above aim, the study was designed to answer the following questions: What kind of vocabulary words are high school students exposed to and expected to master in the new TIENG ANH textbook? How words are distributed and recycled and what dimensions of lexical knowledge are covered in the researched textbooks? What types of exercises are dominant in the researched textbooks ? How adequate are these vocabulary exercises types to the development of students’ lexical knowledge? In seeking the answers to these research questions, the following issues are examined: (1) the distribution of lexical items per Range, in order to determine whether such a distribution is appropriate to the goal of the course; (2) the standardised type/token ratio (STTR) so as to find out the average amount of opportunities for lexical input (and repetition) offered; (3) the amount of lexical exercise types included and its adequacy to the students’ ;earning potential ; and (4) the amount of repetitive practice activities or exercises included in order to support vocabulary learning 1.4 The structure of the thesis The thesis is composed of six chapters Chapter One introduces the background of vocabulary teaching and learning in Vietnamese secondary schools and outlines the objective of the study Chapter Two provides a review of the relevant literature, which prepares for the design of the study and providing background information on the research questions Chapter Three introduces the textbooks analyzed and explains the methodology used in the study Chapter Four presents the findings of the analysis Chapter Five highlights and discusses the results Finally Chapter Six concludes by summarizing the research, stating the contribution, the limitations and recommendations in the study CHAPTER TWO: LITERATURE REVIEW 2.1 What is vocabulary ? Research in the field of vocabulary learning has been scarce until recently; even more so in the field of vocabulary teaching The situation seems to be changing in the last two or three decades, and a few studies have already engaged in the analysis of textbooks from the point of view of their lexical component Research and publications by Nation (2001) have been decisive for promoting studies on vocabulary and textbook teaching Milton (2009) published a thorough and comprehensive study on vocabulary acquisition in which, among other issues, he discusses the role of textbooks for teaching and learning vocabulary We call the attention on two groups of studies Firstly, those studies centred on the actual amount of vocabulary and vocabulary coverage in teaching materials Some of those studies examine the associative relationship of two factors as well, textbook vocabulary and teacher’s lexical production - his/her oral input in the classroom with students’ vocabulary gains The second group consists of those studies focused on the rate of vocabulary learning Language researchers have given many different definitions of vocabulary Each linguist gives his own definition of vocabulary Vocabulary is central to English language teaching because without sufficient vocabulary students cannot understand others or express their own ideas Wilkins, a famous British linguist, emphasized this with his saying "without grammar, very little can be conveyed, without vocabulary nothing can be conveyed "(1972, p.11) Most people think that vocabulary is considered as words of a language with the reason that vocabulary does deal with words Yet vocabulary is much more than just single words It will be likely to learn that vocabulary includes lexical chunks , phrases of two or more words Phrases like these which are known as single lexical units involving a clear , formulaic usage and making up a significant portion of spoken or written English language usage, are called formulaic sequences ( Alali & Schmitt,2012) Ur (1996: 10 10 60) defined vocabulary “as the words we teach in the foreign language However, a new item of vocabulary may be more than a single word: a compound of two or three words or multi-word idioms” Ur’s definition is adopted in this study because the definition is more relevant to the pedagogical purposes Regarding the role of vocabulary, Pyles and Algeo (1970) claimed that “when most of us think about language we think first about words It is true that the vocabulary is the focus of language It is in words that sounds and meanings interlock to allow us to communicate with one another, and it is words that we arrange together to make sentences, conversation and discourse of all kinds” (p 96) The issue of the role of vocabulary will be discussed further in the subsequent section 2.2 The role of vocabulary in second language learning Words are the building blocks of language and without them there is no language A learner of a foreign language can neither speak fluently and accurately, write easily nor understand what he reads or hears if he or she doesn’t have enough vocabulary and have a communicative competence Vocabulary is central to English language teaching because without sufficient vocabulary students cannot understand others, convey their intended meanings or label objects, actions and express their own ideas Word knowledge is a necessary part of communicative competence (Seal, 1991), and it is important for both production and comprehension in a foreign language It is essential to gaining proficiency in the students’ target language by developing a solid vocabulary Nowadays, Linguistics have recognized the tremendous importance of helping language learners to develop an extensive vocabulary Vocabulary itself is multi-faceted involving spelling, pronunciation, and grammatical behavior Develop myriad techniques for teaching vocabulary so that students remain engaged and multiple learner types are reached Current research suggests that visual techniques are extremely effective for vocabulary acquisition, 71 71 Henriksen, B (1999) Three dimensions of vocabulary development Studies in Second Language Acquisition 21, 303–317 Hiebert & Kamil 2005 Teaching and Learning Vocabulary: Bringing Research to Practice USA: Lawrence Erlbraum Associates Inc Hu, M., and Nation, P (2000) “Unknown vocabulary density and reading comprehension.” Reading in a Foreign Language, 16:403-430 Jiménez Catalán, R Mancebo, R 2008 “Vocabulary input in EFL textbooks” Revista Espola de Lingüística Aplicada, 21: 147-165 Kamile Hamiloğlu and Hayriye Karlıova( 2009) A Content Analysis on the Vocabulary Presentation in EFL Course Books Ozean Journal of Social Sciences 2(1), 2009 ISSN 1943-2577,© 2009 Ozean Publication López-Jiménez, M.D 2014 “A Critical Analysis of the Vocabulary in L2 Spanish Textbooks” Porta Linguarum, 21: 163-181 Ma.2009 Second Language Vocabulary Acquisition Switzerland: Peter Lang AG McCarthy, Michael 1990 Language Teaching: A Scheme for Teacher Education Oxford: Oxford University Press McCarthy, M (1990) Vocabulary Oxford: Oxford University Press Meara, P (1993) “Tintin and the world service: A look at lexical environments.” IATEFL Annual Conference Report, 32-37 Milton, J 2009 Measuring Second Language Vocabulary Acquisition Bristol: Multilingual Matters Nation, I.S.P (1982) “Beginning to learn foreign vocabulary: A review of the research.” RELC Journal 13/1:14-36 Nation, I.S.P 1990 “What is involved in learning a word?” Teaching and Learning Vocabulary Rowley (Mass).Newbury House, 29-50 Nation, I S P (1993b) Vocabulary size, growth and use In R Schreuder & B Weltens (Eds.), The Bilingual Lexicon Amsterdam/Philadelphia: John Benjamins, pp 115-134 Nation, P and Waring, R (1997) “Vocabulary size, text coverage and word lists.” In Vocabulary: Description, Acquisition and Pedagogy, N Schmitt and M McCarthy (eds), 6-19 Cambridge: Cambridge University Press 72 72 Nation, I.S.P (2001) Learning Vocabulary in Another Language Cambridge:Cambridge University Press Nation, I.S.P (2001) “Using small corpora to investigate learner needs.” In Small Corpus Studies and ELT, M.Ghadessy et al (eds), 31-45 Amsterdam: Benjamins Nation, I.S.P (2003) Vocabulary In D Nunan (ed.) Practical English Language Teaching New York: McGraw Hill, pp.129-152 Schmitt, N (2000) Vocabulary in Language Teaching Cambridge: Cambridge University Press Schmitt & M McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp 619) Cambridge: Cambridge University Press Schonell, F., Meddleton, I., Shaw, B., Routh, M., Popham, D., Gill, G., Mackrell, G., & Stephens,C (1956) A study of the oral vocabulary of adults Brisbane and London: University of Queensland Press/University of London Press Schmitt, N (1997) “Vocabulary learning strategies.” In Vocabulary: Description, Acquisition and Pedagogy, N Schmitt and M McCarthy (eds), 199-227 Cambridge: Cambridge University Press Schmitt, N (1998) Tracking the incremental acquisition of second language vocabulary: A longitudinal study Language Learning, 48(2), 281-317 Schmitt, N (2000) Vocabulary in language teaching Cambridge: Cambridge University Press Schmitt, N., & Schmitt, D (1995) Vocabulary notebooks: Theoretical underpinnings and practical suggestions English Language Teaching Journal, 49(2), 133-143 Zhifa Shen (2008) The Roles of Depth and Breadth of Vocabulary Knowledge in EFL Reading Performance Asian Social Science, vol.4, No.12 December 2008,www.ccsenet.org/journal.hlml 73 73 APPENDIX The result of analysing new word occurence in TA9-1 and TA9-2 textbooks in term of occurring frequency produced by Range Input file was: Outfile file was: D:\Sach Tieng Anh thi diem tap 1+ 2.txt D:\Tieng Anh tap 1+2 frequency.txt Total tokens: 48596 Total types: 4535 The following table is a small part of the analysied corpus with its beginning and end Word Type THE A TO IN AND OF YOU IS I IT WITH S THAT B T ARE FOR WHAT BE WE CAN YOUR HAVE ABOUT OR DO FROM ON THEY UNIT THIS MY AT WILL SHE Rank Frequency 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Percentage 2844 1590 1418 1189 972 938 691 648 549 468 380 357 347 339 334 331 330 300 295 284 277 275 261 258 247 232 227 222 204 198 196 195 179 177 176 Cumulative Percent 5.85 5.85 3.27 9.12 2.92 12.04 2.45 14.49 2.00 16.49 1.93 18.42 1.42 19.84 1.33 21.17 1.13 22.30 0.96 23.27 0.78 24.05 0.73 24.78 0.71 25.50 0.70 26.20 0.69 26.88 0.68 27.56 0.68 28.24 0.62 28.86 0.61 29.47 0.58 30.05 0.57 30.62 0.57 31.19 0.54 31.72 0.53 32.26 0.51 32.76 0.48 33.24 0.47 33.71 0.46 34.17 0.42 34.59 0.41 34.99 0.40 35.40 0.40 35.80 0.37 36.17 0.36 36.53 0.36 36.89 74 AS AN ENGLISH WAS C WHICH WORK THERE ONE HAS EACH HE PEOPLE WORDS SHOULD SENTENCES CITY USE NOT SOME BUT IF MORE THEIR THEN WHEN BY NAM LIKE THINK MAKE VIET HOW THEM READ EXAMPLE GO D SO LOOK HER SPACE LISTEN OUR WHERE OUT COMPLETE NOW WORD GOOD QUESTIONS WHO JOB WRITE DON KNOW USED SCHOOL SKILLS NO HAD WORLD LIFE BEEN MOST ANSWER 74 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 175 168 161 160 159 155 151 148 143 139 138 137 135 134 128 127 125 125 124 124 120 120 118 118 118 118 117 117 116 116 114 114 112 112 111 107 107 101 101 100 98 97 92 92 92 90 89 89 86 84 84 84 83 83 82 82 82 80 80 79 78 78 76 75 75 74 0.36 0.35 0.33 0.33 0.33 0.32 0.31 0.30 0.29 0.29 0.28 0.28 0.28 0.28 0.26 0.26 0.26 0.26 0.26 0.26 0.25 0.25 0.24 0.24 0.24 0.24 0.24 0.24 0.24 0.24 0.23 0.23 0.23 0.23 0.23 0.22 0.22 0.21 0.21 0.21 0.20 0.20 0.19 0.19 0.19 0.19 0.18 0.18 0.18 0.17 0.17 0.17 0.17 0.17 0.17 0.17 0.17 0.16 0.16 0.16 0.16 0.16 0.16 0.15 0.15 0.15 37.25 37.60 37.93 38.26 38.59 38.90 39.22 39.52 39.81 40.10 40.38 40.67 40.94 41.22 41.48 41.74 42.00 42.26 42.51 42.77 43.02 43.26 43.51 43.75 43.99 44.23 44.47 44.72 44.95 45.19 45.43 45.66 45.89 46.12 46.35 46.57 46.79 47.00 47.21 47.41 47.62 47.81 48.00 48.19 48.38 48.57 48.75 48.93 49.11 49.28 49.46 49.63 49.80 49.97 50.14 50.31 50.48 50.64 50.81 50.97 51.13 51.29 51.45 51.60 51.76 51.91 75 75 ALL OTHER PLACE TWO BEFORE WERE TIME LANGUAGE TAKE CLASS GROUPS PAST THESE 102 103 104 105 106 107 108 109 110 111 112 113 114 72 71 69 69 68 68 67 66 65 64 64 64 64 0.15 0.15 0.14 0.14 0.14 0.14 0.14 0.14 0.13 0.13 0.13 0.13 0.13 52.06 52.20 52.34 52.49 52.63 52.77 52.90 53.04 53.17 53.30 53.44 53.57 53.70 APPENDIX The result of analysing new word occurence in TA9-1 textbooks in term of occurring frequency produced by Range Input file was: Outfile file was: Total tokens: Total types: Word Type THE TO A IN AND OF YOU I IS IT S WITH T THAT ARE WHAT FOR B WE ABOUT CAN BE YOUR FROM OR HAVE DO CITY SHE D:\Sach Tieng Anh thi diem tap 1.txt D:\phan tich SGK - frequency.txt 23205 2886 Rank Frequency Percentage Cumulative Percent 1379 5.94 5.94 675 2.91 8.85 646 2.78 11.64 573 2.47 14.10 506 2.18 16.29 456 1.97 18.25 337 1.45 19.70 318 1.37 21.07 315 1.36 22.43 10 273 1.18 23.61 11 185 0.80 24.40 12 174 0.75 25.15 13 164 0.71 25.86 14 159 0.69 26.55 15 156 0.67 27.22 16 154 0.66 27.88 17 151 0.65 28.53 18 149 0.64 29.17 19 143 0.62 29.79 20 130 0.56 30.35 21 126 0.54 30.89 22 119 0.51 31.41 23 119 0.51 31.92 24 118 0.51 32.43 25 117 0.50 32.93 26 114 0.49 33.42 27 111 0.48 33.90 28 110 0.47 34.38 29 108 0.47 34.84 76 MY WAS THEY NAM UNIT VIET SHOULD ON THIS THERE C PEOPLE AS AT USE THEN ONE SENTENCES AN BUT BY EACH WORDS HAS HER WHEN EXAMPLE LIFE READ GO NOW HOW NOT PAST MAKE THEM LOOK PLACE USED WERE WHICH OUT WORK KNOW SKILLS SO WHERE THINK BEEN SOME VILLAGE D HE ALL 76 30 104 0.45 35.29 31 104 0.45 35.74 32 100 0.43 36.17 33 98 0.42 36.59 34 97 0.42 37.01 35 96 0.41 37.42 36 90 0.39 37.81 37 89 0.38 38.19 38 89 0.38 38.58 39 85 0.37 38.94 40 79 0.34 39.28 41 77 0.33 39.62 42 75 0.32 39.94 43 72 0.31 40.25 44 69 0.30 40.55 45 68 0.29 40.84 46 67 0.29 41.13 47 66 0.28 41.41 48 65 0.28 41.69 49 64 0.28 41.97 50 64 0.28 42.25 51 64 0.28 42.52 52 64 0.28 42.80 53 63 0.27 43.07 54 63 0.27 43.34 55 63 0.27 43.61 56 60 0.26 43.87 57 59 0.25 44.12 58 59 0.25 44.38 59 58 0.25 44.63 60 58 0.25 44.88 61 57 0.25 45.12 62 57 0.25 45.37 63 56 0.24 45.61 64 55 0.24 45.85 65 55 0.24 46.08 66 53 0.23 46.31 67 53 0.23 46.54 68 52 0.22 46.77 69 52 0.22 46.99 70 52 0.22 47.21 71 51 0.22 47.43 72 51 0.22 47.65 73 49 0.21 47.86 74 49 0.21 48.08 75 49 0.21 48.29 76 49 0.21 48.50 77 48 0.21 48.71 78 47 0.20 48.91 79 47 0.20 49.11 80 47 0.20 49.31 81 46 0.20 49.51 82 46 0.20 49.71 83 45 0.19 49.90 77 77 …………………………………………………… APPENDIX The result of analysing new word occurence in TA9-2 textbooks in term of occurring frequency produced by Range Input file was: Outfile file was: Total tokens: Total types: D:\[123doc] - sach-tieng-anh-9-thi-diem-tap-2 - Copy.txt D:\phân tích SGK 2.txt 25595 3242 in frequency order Word Type THE A TO IN OF AND YOU IS I WITH B IT T THAT FOR S BE ARE YOUR ENGLISH CAN WILL HAVE WHAT WE ON OR ABOUT DO FROM AT THIS THEY AN WHICH UNIT AS WORK SPACE HE Rank Frequency Cumulative Percent 1465 945 743 619 482 466 354 333 235 10 206 11 198 12 195 13 191 14 188 15 179 16 177 17 176 18 175 19 156 20 153 21 151 22 149 23 147 24 146 25 141 26 133 27 130 28 128 29 121 30 109 31 107 32 107 33 104 34 103 35 103 36 101 37 100 38 100 39 93 40 91 5.72 9.42 12.32 14.74 16.62 18.44 19.82 21.13 22.04 22.85 23.62 24.38 25.13 25.86 26.56 27.26 27.94 28.63 29.24 29.83 30.42 31.01 31.58 32.15 32.70 33.22 33.73 34.23 34.70 35.13 35.55 35.96 36.37 36.77 37.18 37.57 37.96 38.35 38.71 39.07 78 MY C THEIR MORE IF SOME HAS ONE EACH JOB LIKE WORDS SHE THINK NOT THERE LANGUAGE SENTENCES WHO D MAKE PEOPLE THEM BUT USE WAS HOW WHEN WORLD BY RST READ SO SS OUR LISTEN THEN FUTURE GO GOOD QUESTIONS EXAMPLE LOOK INTO WORD COMPLETE DON TOURISM TWO WHERE EATING WRITE CHOOSE 78 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 ……………………………………………………………… 91 89 85 78 77 77 76 76 74 72 71 70 68 68 67 63 61 61 61 59 59 58 57 56 56 56 55 55 54 53 53 52 52 52 51 50 50 49 49 49 48 47 47 46 46 44 44 43 43 43 42 42 41 39.43 39.77 40.11 40.41 40.71 41.01 41.31 41.61 41.89 42.18 42.45 42.73 42.99 43.26 43.52 43.77 44.00 44.24 44.48 44.71 44.94 45.17 45.39 45.61 45.83 46.05 46.26 46.48 46.69 46.90 47.10 47.31 47.51 47.71 47.91 48.11 48.30 48.49 48.69 48.88 49.06 49.25 49.43 49.61 49.79 49.96 50.13 50.30 50.47 50.64 50.80 50.97 51.13 79 79 APPENDIX The result of analysing lexical variation of textbooks by three levels produced by Range in the corpus of Tieng Anh ( books 1+2) Processing file: D:\Sach Tieng Anh thi diem tap 1+ 2.txt 0001000, 0006000, 0011000, 0016000, 0002000, 0007000, 0012000, 0017000, 0003000, 0008000, 0013000, 0018000, 0004000, 0009000, 0014000, 0019000, 0005000, 0010000, 0015000, 0020000, Number of lines: 20982 Number of words: 48596 Reading: C:\Users\atcom\AppData\Local\Temp\Rar$EXa0.490\BASEWRD1.txt Reading: C:\Users\atcom\AppData\Local\Temp\Rar$EXa0.490\BASEWRD2.txt Reading: C:\Users\atcom\AppData\Local\Temp\Rar$EXa0.490\BASEWRD3.txt WORD LIST TOKENS/% TYPES/% one two three not in the lists 38591/79.41 3435/ 7.07 1467/ 3.02 5103/10.50 1797/39.63 749/16.52 401/ 8.84 1588/35.02 Total 48596 4535 FAMILIES 851 463 252 ????? 1566 Number of BASEWRD1.txt types: 4119 Number of BASEWRD1.txt families: 998 Number of BASEWRD2.txt types: 3708 Number of BASEWRD2.txt families: 988 Number of BASEWRD3.txt types: 3107 Number of BASEWRD3.txt families: 570 Table of Ranges: Types 4535 Words appear in input files Table of Ranges: Families 1566 Words appear in input files Types Found In Base List One TYPE A ABILITIES ABILITY ABLE ABOUT RANGE 1 1 FREQ 1590 2 14 258 F1 1590 2 14 258 80 ABOVE ACCEPT ACCEPTANCE ACCEPTED ACCEPTING ACCORDING ACCOUNT ACROSS ACT ACTING ACTION ACTIONS ACTIVE ACTIVITIES ACTIVITY ACTS ACTUAL ACTUALLY ADD ADDED ADDING ADDITION ADDITIONAL ADDRESS ADDS ADMIT ADMITTED ADVANCE ADVANCED ADVANTAGE ADVENTURE ADVENTURES AFTER AGAIN AGAINST AGE AGED AGENCY AGENT AGES AGING AGO AGREE AGREED AGREEING AGREEMENT AGREES AIR ALL ALLOW ALLOWED ALLOWS ALMOST ALONG 80 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15 2 2 3 10 23 6 3 3 38 49 1 10 18 2 72 15 2 2 3 10 23 6 3 3 38 49 1 10 18 2 72 81 81 APPENDIX The result of analysing lexical variation of textbooks by three levels produced by Range in the corpus of TA9-1 Processing file: D:\Sach Tieng Anh thi diem tap 1.txt 0001000, 0002000, 0003000, 0004000, 0005000, 0006000, 0007000, 0008000, 0009000, Number of lines: 9755 Number of words: 23205 Reading: C:\Users\atcom\AppData\Local\Temp\Rar$EXa0.771\BASEWRD1.txt Reading: C:\Users\atcom\AppData\Local\Temp\Rar$EXa0.771\BASEWRD2.txt Reading: C:\Users\atcom\AppData\Local\Temp\Rar$EXa0.771\BASEWRD3.txt WORD LIST TOKENS/% one two three not in the lists 18525/79.83 1584/ 6.83 717/ 3.09 2379/10.25 Total 23205 TYPES/% FAMILIES 1359/47.09 475/16.46 237/ 8.21 815/28.24 2886 745 332 159 ????? 1236 Number of BASEWRD1.txt types: 4119 Number of BASEWRD1.txt families: 998 Number of BASEWRD2.txt types: 3708 Number of BASEWRD2.txt families: 988 Number of BASEWRD3.txt types: 3107 Number of BASEWRD3.txt families: 570 Table of Ranges: Types Table of Ranges: Families 2886 Words appear in input files 1236 Words appear in input files Types Found In Base List One TYPE A ABLE ABOUT ABOVE ACCEPT RANGE 1 1 FREQ 646 130 F1 646 130 82 ACCEPTANCE ACCEPTING ACCORDING ACROSS ACT ACTING ACTION ACTIONS ACTIVITIES ACTIVITY ACTS ACTUAL ACTUALLY ADD ADDED ADDITION ADDITIONAL ADDRESS ADVANTAGE AFTER AGAIN AGAINST AGE AGENCY AGENT AGING AGO AGREE AGREED AGREEMENT AIR ALL ALLOWED ALONG ALREADY ALSO ALTHOUGH ALWAYS AM AMONG AN ANCIENT AND ANIMAL ANIMALS ANOTHER ANSWER ANSWERS ANY ANYONE ANYTHING ANYWAY ANYWHERE APPLICATION 82 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 1 15 22 4 45 3 25 10 65 506 10 34 21 1 1 3 1 1 15 22 4 45 3 25 10 65 506 10 34 21 1 83 83 APPLIED 2 APPENDIX The result of analysing lexical variation of textbooks by three levels produced by Range in the corpus of TA9-2 Processing file: D:\[123doc] – sach giáo khoa 9-thi-diem-tap-2 - Copy.txt 0001000, 0002000, 0003000, 0004000, 0005000, 0006000, 0007000, 0008000, 0009000, 0010000, 0011000, Number of lines: 11248 Number of words: 25595 Reading: C:\Users\atcom\AppData\Local\Temp\Rar$EXa0.626\BASEWRD1.txt Reading: C:\Users\atcom\AppData\Local\Temp\Rar$EXa0.626\BASEWRD2.txt Reading: C:\Users\atcom\AppData\Local\Temp\Rar$EXa0.626\BASEWRD3.txt WORD LIST TOKENS/% one two three not in the lists 20872/81.55 1730/ 6.76 552/ 2.16 2441/ 9.54 Total 25595 TYPES/% 1553/47.98 546/16.87 233/ 7.20 905/27.96 3237 FAMILIES 805 390 194 ????? 1389 Number of BASEWRD1.txt types: 6348 Number of BASEWRD1.txt families: 1000 Number of BASEWRD2.txt types: 5593 Number of BASEWRD2.txt families: 1000 Number of BASEWRD3.txt types: 4517 Number of BASEWRD3.txt families: 1000 Table of Ranges: Types 3237 Words appear in input files Table of Ranges: Families 1389 Words appear in input files Types Found In Base List One TYPE A ABILITIES ABILITY ABLE ABOUT ABSOLUTELY ACCEPT ACCEPTED ACCOUNT RANGE 1 1 1 1 FREQ 945 2 10 128 F1 945 2 10 128 84 ACHIEVE ACT ACTIVE ACTIVITIES ACTIVITY ACTUAL AD ADD ADDED ADDING ADDITION ADDITIONAL ADDS ADMISSIONS ADMIT ADMITTED ADVERTISE ADVERTISED ADVERTISEMENT ADVERTISEMENTS ADVERTISING AFTER AFTERNOON AGAIN AGE AGED AGENCY AGENT AGES AGO AGREE AGREED AGREEING AGREES AIRED ALL ALLOW ALLOWED ALLOWS ALMOST ALONG ALREADY ALSO ALTHOUGH ALWAYS AM AMERICA AMERICAN AMOUNT AN AND ANOTHER ANSWER ANSWERED 84 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 1 1 23 27 1 1 14 1 27 3 14 28 10 103 466 40 1 14 1 1 23 27 1 1 14 1 27 3 14 28 10 103 466 40 85 ANSWERING 85 1 ... vital role in all aspects of language learning, including listening speaking, reading, writing and translation Therefore, learners must learn vocabulary well in order to become proficient in L2 acquisition... / % of of of of of of of of of of new new new new new new new new new new words words words words words words words words words words occurrin occurring occurrin occurrin occurrin occurrin occurrin... for vocabulary learning offered to students by the new textbook TIENG ANH (Books and 2), which were being piloted and planned to be introduced officially in 2018, from the point of view of the