A framework for analyzing vocabulary activities in foreign language: establishing relationships between reading and vocabulary

• Autor(a) principal: de Azevedo, Bruno
• Data de Publicação: 2019
• Outros Autores: Braga Tomitch, Lêda Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Domínios de Lingu@gem
• Texto Completo: https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/45110
• topic: Leitura; Léxico; Livros-didáticos.; Reading; Vocabulary; Textbooks

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.