Chapter 3
Research on the language of school EFL textbooks
The state of the art
Article outline
- 3.1Methodological review
- 3.1.1Intra-textbook approaches
- 3.1.1.1Checklist approach to textbook evaluation
- 3.1.1.2Page-by-page intra-textbook analysis
- 3.1.1.3Corpus-based intra-textbook analysis
- 3.1.2Comparative approaches
- 3.1.2.1Word-frequency list approaches
- 3.1.2.2NLP methods
- 3.1.2.3Corpus-based comparisons of ‘real-world’ language to textbook language
- 3.1.2.4Corpus-based comparisons of textbook language to ‘real-world’ language
- 3.1.2.5Elicitation approaches
- 3.1.2.6Adding learner corpora to the equation
- 3.1.2.7Textbook language as learner target language
- 3.1.3Evaluating the impact of textbook language
- 3.2Key findings of Textbook English studies
- 3.2.1Lexis
- 3.2.1.1Individual words
- 3.2.1.2Multi-word units
- 3.2.2Tense and aspect
- 3.2.2.1Future constructions
- 3.2.2.2The present perfect
- 3.2.2.3The progressive
- 3.2.2.4Modals
- 3.2.2.5Conditionals
- 3.2.2.6Reported speech
- 3.2.3Pragmatics
- 3.2.4Spoken grammar
- 3.3Conclusions
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Notes