MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - LE THI THU NGOC AN EXAMINATION OF VOCABULARY PRESENTATION IN TEXTBOOK Major: Teaching English to Speakers of Other Languages (TESOL) MASTER’ S THESIS IN EDUCATION Thanh Hoa, 2017 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LE THI THU NGOC AN EXAMINATION OF VOCABULARY PRESENTATION IN TEXTBOOK Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60 14 01 11 MASTER’ S THESIS IN EDUCATION SUPERVISOR: Le Van Canh, Prof Thanh Hoa, 2017 ii 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 iii 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 iv TABLE OF CONTENTS ABSTRACT iii ACKNOWLEDGEMENTS iv TABLE OF CONTENTS v LIST OF ABBREVIATIONS viii LIST OF TABLES ix CHAPTER ONE: INTRODUCTION 1.1 Background and rationale 1.2 The aims of the study 1.3 Research questions 1.4 The structure of the thesis CHAPTER TWO: LITERATURE REVIEW 2.1 What is vocabulary ? 2.2 The role of vocabulary in second language learning 2.3 Vocabulary knowledge 2.3.1 Vocabulary size 2.3.2 Breadth of Vocabulary Knowledge 2.3.3 Depth of vocabulary knowledge 2.4 Vocabulary learning from second language acquisition theories 2.4.1 The learning of vocabulary from a cognitive perspective 10 2.4.2 Frequency and vocabulary learning 12 2.4.3 Nature of vocabulary acquisition: the importance of repetition 14 2.4.4 Direct and Indirect Approaches to Vocabulary Learning 15 2.4.5 Vocabulary input in textbooks 16 2.5 Previous studies on vocabulary presented in ELT textbooks 17 v CHAPTER THREE: METHODOLOGY 20 3.1 Textbook “New English 9” 20 3.2 Research method 22 3.2.1 Content analysis 23 3.2.2 Corpus-based method 24 3.3 Research questions 24 3.4 Data analysis 25 3.5 Research tools 25 3.5.1 Vocabulary Profile (VP) 26 3.6 Framework of vocabulary knowledge dimensions 28 CHAPTER FOUR: FINDINGS 30 4.1 Findings relating to the vocabulary types 30 4.1.1 Lexical frequency profile and text coverage 30 4.1.2 Lexical variation 34 4.1.3 Distribution of new words and new words occurring frequency 35 4.2 Findings relating to the vocabulary exercises 39 4.2.1 Types of vocabulary exercises 39 4.2.2 The coverage of lexical knowledge 41 4.2.3 Comparison of the two textbooks 47 CHAPTER FIVE: DISCUSSION 50 5.1 Vocabulary knowledge presented in the textbooks 50 5.1.1 Tokens occurring in textbooks 50 5.1.2 Word types occurring in textbooks 51 5.1.3 Vocabulary variety 51 5.1.4 Word frequency, vocabulary size and text coverage 52 vi 5.1.5 The repetition of new words 54 5.2 Vocabulary activities presented in the textbooks 55 5.2.1 The differences and similarities of vocabulary presentation in the two textbooks 55 5.2.2 The dimensions emphasized in each textbook 56 5.2.2.1 The pronunciation 56 5.2.2.2 The context- dependency of word senses 57 5.2.2.3 The design 58 CHAPTER 6: CONCLUSION 60 6.1 Summary of the major findings of the study 60 6.2 Pedagogical implications for teachers 62 6.2.1 Criteria of evaluating or choosing textbooks 62 6.2.2 Information for teaching decisions 63 6.3 Limitations and recommendations for future study 63 6.4 Concluding remarks 64 REFERENCES 65 APPENDIX 68 APPENDIX 70 APPENDIX 72 APPENDIX 74 APPENDIX 76 APPENDIX 78 vii 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 viii 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 ix x 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 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 66 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 67 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 AS AN ENGLISH WAS C WHICH WORK THERE ONE HAS EACH HE PEOPLE Rank 68 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 36 37 38 39 40 41 42 43 44 45 46 47 48 Percentage 2844 1590 1418 1189 972 938 691 648 549 468 380 357 347 339 334 331 330 300 295 284 277 275 261 258 247 232 227 222 204 198 196 195 179 177 176 175 168 161 160 159 155 151 148 143 139 138 137 135 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 0.36 37.25 0.35 37.60 0.33 37.93 0.33 38.26 0.33 38.59 0.32 38.90 0.31 39.22 0.30 39.52 0.29 39.81 0.29 40.10 0.28 40.38 0.28 40.67 0.28 40.94 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 ALL OTHER PLACE TWO BEFORE WERE TIME LANGUAGE TAKE CLASS GROUPS PAST THESE 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 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 69 134 128 127 125 125 124 124 120 120 118 118 118 118 117 117 116 116 114 114 112 112 111 107 107 101 101 100 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 72 71 69 69 68 68 67 66 65 64 64 64 64 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 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 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 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: D:\Sach Tieng Anh thi diem tap 1.txt D:\phan tich SGK - frequency.txt Total tokens: Total types: 23205 2886 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 MY WAS THEY NAM UNIT VIET SHOULD 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 36 70 Percentage 1379 675 646 573 506 456 337 318 315 273 185 174 164 159 156 154 151 149 143 130 126 119 119 118 117 114 111 110 108 104 104 100 98 97 96 90 Cumulative Percent 5.94 5.94 2.91 8.85 2.78 11.64 2.47 14.10 2.18 16.29 1.97 18.25 1.45 19.70 1.37 21.07 1.36 22.43 1.18 23.61 0.80 24.40 0.75 25.15 0.71 25.86 0.69 26.55 0.67 27.22 0.66 27.88 0.65 28.53 0.64 29.17 0.62 29.79 0.56 30.35 0.54 30.89 0.51 31.41 0.51 31.92 0.51 32.43 0.50 32.93 0.49 33.42 0.48 33.90 0.47 34.38 0.47 34.84 0.45 35.29 0.45 35.74 0.43 36.17 0.42 36.59 0.42 37.01 0.41 37.42 0.39 37.81 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 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 89 89 85 79 77 75 72 69 68 67 66 65 64 64 64 64 63 63 63 60 59 59 58 58 57 57 56 55 55 53 53 52 52 52 51 51 49 49 49 49 48 47 47 47 46 46 45 0.38 0.38 0.37 0.34 0.33 0.32 0.31 0.30 0.29 0.29 0.28 0.28 0.28 0.28 0.28 0.28 0.27 0.27 0.27 0.26 0.25 0.25 0.25 0.25 0.25 0.25 0.24 0.24 0.24 0.23 0.23 0.22 0.22 0.22 0.22 0.22 0.21 0.21 0.21 0.21 0.21 0.20 0.20 0.20 0.20 0.20 0.19 …………………………………………………… 71 38.19 38.58 38.94 39.28 39.62 39.94 40.25 40.55 40.84 41.13 41.41 41.69 41.97 42.25 42.52 42.80 43.07 43.34 43.61 43.87 44.12 44.38 44.63 44.88 45.12 45.37 45.61 45.85 46.08 46.31 46.54 46.77 46.99 47.21 47.43 47.65 47.86 48.08 48.29 48.50 48.71 48.91 49.11 49.31 49.51 49.71 49.90 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: D:\[123doc] - sach-tieng-anh-9-thi-diem-tap-2 - Copy.txt D:\phân tích SGK 2.txt Total tokens: Total types: 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 MY C Rank Frequency 72 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 41 91 42 89 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 39.43 39.77 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 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 ……………………………………………………………… 73 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 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 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$EXa0.490\BASEWRD3.txt WORD LIST TOKENS/% TYPES/% one two three not in the lists 38591/79.41 3435/ 7.07 1467/ 3.02 5103/10.50 1797/39.63 749/16.52 401/ 8.84 1588/35.02 Total 48596 4535 FAMILIES 851 463 252 ????? 1566 Number of BASEWRD1.txt types: 4119 Number of BASEWRD1.txt families: 998 Number of BASEWRD2.txt types: 3708 Number of BASEWRD2.txt families: 988 Number of BASEWRD3.txt types: 3107 Number of BASEWRD3.txt families: 570 Table of Ranges: Types 4535 Words appear in input files Table of Ranges: Families 1566 Words appear in input files Types Found In Base List One TYPE A ABILITIES ABILITY ABLE ABOUT ABOVE ACCEPT RANGE 1 1 1 74 FREQ 1590 2 14 258 15 F1 1590 2 14 258 15 ACCEPTANCE ACCEPTED ACCEPTING ACCORDING ACCOUNT ACROSS ACT ACTING ACTION ACTIONS ACTIVE ACTIVITIES ACTIVITY ACTS ACTUAL ACTUALLY ADD ADDED ADDING ADDITION ADDITIONAL ADDRESS ADDS ADMIT ADMITTED ADVANCE ADVANCED ADVANTAGE ADVENTURE ADVENTURES AFTER AGAIN AGAINST AGE AGED AGENCY AGENT AGES AGING AGO AGREE AGREED AGREEING AGREEMENT AGREES AIR ALL ALLOW ALLOWED ALLOWS ALMOST ALONG 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 75 2 3 10 23 6 3 3 38 49 1 10 18 2 72 2 3 10 23 6 3 3 38 49 1 10 18 2 72 APPENDIX The result of analysing lexical variation of textbooks by three levels produced by Range in the corpus of TA9-1 Processing file: D:\Sach Tieng Anh thi diem tap 1.txt 0001000, 0002000, 0003000, 0004000, 0005000, 0006000, 0007000, 0008000, 0009000, Number of lines: 9755 Number of words: 23205 Reading: C:\Users\atcom\AppData\Local\Temp\Rar$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 ACCEPTANCE RANGE 1 1 1 76 FREQ 646 130 F1 646 130 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 APPLIED 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 77 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 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 ACHIEVE RANGE 1 1 1 1 1 78 FREQ 945 2 10 128 F1 945 2 10 128 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 ANSWERING 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 79 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 1 80 ... 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 occurrin occurrin occurrin occurrin occurrin occurrin... 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... percentage of new word occurrence in TA9-1 and TA9-2 textbooks in term of occurring frequency produced by Range Total number of new words ( *new words are measured in types) No / % of new words occurring