A framework for analyzing vocabulary activities in foreign language

establishing relationships between reading and vocabulary

Abstract

In foreign language acquisition, the relationship between vocabulary and reading comprehension is established. Vocabulary knowledge predicts reading comprehension and reading can improve foreign language (FL) learners’ vocabulary. (LAUFER 1992; 2017; DROOP; VERHOEVEN, 2003; FINGER-KRATOCHVIL; 2014). With this in mind, this article presents a framework for analyzing vocabulary activities in FL textbooks, proposing the investigation of the following aspects: 1) how vocabulary is presented in FL textbooks in relation to the reading section; 2) which types of words are being approached – high frequency words, false-cognates (SÖKMEN, 1997), and words that are part of main/secondary ideas of the text (GAGNÉ et al., 1993); 3) whether there are opportunities for meeting the words in different contexts for retention (SÖKMEN, 1997); and 4) what level of processing the activities promote (CRAIK; LOCKHART, 1972; LAUFER; HULSTIJN, 2001). This framework was used by De Azevedo (2018), and can considered a research tool for teachers/professors researchers to analyze vocabulary activities in FL textbooks.