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A Corpus-Based Analysis of Junior an...

Stockton, Scott Kyle.

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A Corpus-Based Analysis of Junior and Senior High School English Textbooks in Japan.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Corpus-Based Analysis of Junior and Senior High School English Textbooks in Japan./
Author:	Stockton, Scott Kyle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	146 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Linguistics. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28024206
ISBN:	9798662470293

A Corpus-Based Analysis of Junior and Senior High School English Textbooks in Japan.
Stockton, Scott Kyle.

A Corpus-Based Analysis of Junior and Senior High School English Textbooks in Japan. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 146 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--Northern Arizona University, 2020.

This item must not be sold to any third party vendors.

The application of corpus-based methods to textbook analysis has a number of potential benefits. The applicability of corpus linguistic methods to better select vocabulary words for inclusion in textbooks (Nation & Waring, 1997; Khojasteh & Shokrpour, 2014) is a common theme. However, another starting point is to investigate the vocabulary which is already being presented in those textbooks, how well it matches existing word lists, and what degree of lexical diversity exists within those texts. This corpus-based study examines the vocabulary features presented in junior and senior high school and English language textbooks used in Japan. Because all textbooks used in public schools in Japan, including those for English instruction, must be approved by the Ministry of Education, Culture, Sports, Science and Technology, a limited number of textbooks are used to introduce a vast number of students to a second language. This makes Japan's national English curriculum an outstanding candidate for utilizing corpus linguistic methods to examine the entire English language instruction curriculum of the entire country. To date there have been very few corpus-based studies of EFL textbooks in Japan, and those that have been published are either limited in the size or variety of their corpora or the range of linguistic features they examine. This study adds to that emerging body of scholarship by using corpus methods to compare twelve series of textbooks across six years of schooling in terms of their lexical diversity, the amount of vocabulary covered by three word lists, and how much vocabulary from each word list is presented within them. This has implications for both language pedagogy and further corpus-based research into textbook language, and suggestions are given for ways in which this line of research could be applied to textbook production, teaching practice, and national educational policy.

ISBN: 9798662470293Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Corpus linguistics

A Corpus-Based Analysis of Junior and Senior High School English Textbooks in Japan.
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245 1 0 $a A Corpus-Based Analysis of Junior and Senior High School English Textbooks in Japan.
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500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Reppen, Randi;Egbert, Jesse.
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520 $a The application of corpus-based methods to textbook analysis has a number of potential benefits. The applicability of corpus linguistic methods to better select vocabulary words for inclusion in textbooks (Nation & Waring, 1997; Khojasteh & Shokrpour, 2014) is a common theme. However, another starting point is to investigate the vocabulary which is already being presented in those textbooks, how well it matches existing word lists, and what degree of lexical diversity exists within those texts. This corpus-based study examines the vocabulary features presented in junior and senior high school and English language textbooks used in Japan. Because all textbooks used in public schools in Japan, including those for English instruction, must be approved by the Ministry of Education, Culture, Sports, Science and Technology, a limited number of textbooks are used to introduce a vast number of students to a second language. This makes Japan's national English curriculum an outstanding candidate for utilizing corpus linguistic methods to examine the entire English language instruction curriculum of the entire country. To date there have been very few corpus-based studies of EFL textbooks in Japan, and those that have been published are either limited in the size or variety of their corpora or the range of linguistic features they examine. This study adds to that emerging body of scholarship by using corpus methods to compare twelve series of textbooks across six years of schooling in terms of their lexical diversity, the amount of vocabulary covered by three word lists, and how much vocabulary from each word list is presented within them. This has implications for both language pedagogy and further corpus-based research into textbook language, and suggestions are given for ways in which this line of research could be applied to textbook production, teaching practice, and national educational policy.
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