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Description
Vocabulary, which is vital for second/foreign language (L2) learning, has recently gained traction in L2 research. However, most research focuses on vocabulary learning from different modes of input while textbooks, a potential source for L2 vocabulary learning, especially in English as a foreign language (EFL) contexts, receive scant attention. Even less attention is paid to textbooks in primary schools. Little is also known about teachers’ perspectives. Therefore, the present study aims to explore the aspects of vocabulary knowledge addressed in primary school English textbooks in Vietnam and Vietnamese EFL teachers’ perspectives. The vocabulary activities in eight primary English textbooks titled Global Success (Grades 1-5), published by Vietnam’s Ministry of Education and Training, were analyzed. Each activity was assigned an aspect of vocabulary knowledge, which was further distinguished as either receptive knowledge or productive knowledge. Following this comprehensive analysis, 100 Vietnamese EFL teachers completed a survey on the textbooks as well as these aspects of vocabulary knowledge. The findings will reveal which aspects of vocabulary knowledge receive the most and least attention in textbooks and among teachers. Pedagogical implications will be discussed.
Biography
Tran Hanh Nguyen is a Master’s student in English Language Teaching Methodology at Hanoi National University of Education. Her research interests primarily focus on English language pedagogy and curriculum development. She is currently conducting an exploratory study on how vocabulary aspects are addressed in Vietnamese primary school English textbooks, utilizing a combination approach between document analysis and empirical data. As an emerging researcher, she is dedicated to bridging the gap between theoretical frameworks and pedagogical practice to enhance vocabulary learning for young learners.
Cao Thi Hong Phuong (Phuong Cao) earned her PhD in Applied Linguistics from the School of Linguistics and Applied Language Studies at Victoria University of Wellington, where she also completed a second MA degree in TESOL. Dr. Cao serves as a teacher trainer at Hanoi National University of Education, where she teaches undergraduate TESOL courses and postgraduate programmes in applied linguistics and TESOL, including TESOL research methodologies, curriculum design and language assessment. Dr. Cao has extensively published her work in local and Scopus-indexed ELT journals. Currently she sits on the editorial committee of the HNUE Journal of Educational Sciences. Her current research interests include teacher education, language assessment, and curriculum and pedagogy.
Vu Van Duy (PhD) is Dean of the Faculty of English at East Asia University of Technology, Vietnam. He holds a PhD in Linguistics from KU Leuven (Belgium) and an MA in Applied Linguistics and TESOL from Lancaster University (United Kingdom). His primary research interests include second language (vocabulary) acquisition, corpus linguistics, (extensive) reading, writing, English Medium Instruction, and Global Englishes. He has published articles in international journals, such as Studies in Second Language Acquisition, TESOL Quarterly, Language Teaching Research, Studies in Second Language Learning and Teaching, RELC Journal, among others. He is Book Review Editor at ITL – International Journal of Applied Linguistics and a member of the Editorial Board of International Review of Applied Linguistics in Language Teaching. He is also an ad hoc reviewer for various journals, such as Applied Linguistics, the Modern Language Journal, Studies in Second Language Acquisition, Language Learning, TESOL Quarterly, and Language Teaching Research.
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