The structure and the distribution of phraseological units in intermediate and upper-intermediate EFL textbooks

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F24%3A63583018" target="_blank" >RIV/70883521:28150/24:63583018 - isvavai.cz</a>

Výsledek na webu

<a href="http://awej.org/wp-content/uploads/2024/06/1.pdf" target="_blank" >http://awej.org/wp-content/uploads/2024/06/1.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.24093/awej/vol15no1.1" target="_blank" >10.24093/awej/vol15no1.1</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The structure and the distribution of phraseological units in intermediate and upper-intermediate EFL textbooks

Popis výsledku v původním jazyce

The knowledge of native phrases and idiomatic expressions is considered to be an essential aspect of one&apos;s fluency in a foreign language and can advance learners toward more excellent proficiency in foreign language acquisition. However, not much research has been dedicated to how they are implemented in the school textbooks. This research work aims to examine the occurrence of phraseological units in the four selected English textbooks for B1 and B2 levels, which are recommended for use at secondary grammar schools and secondary vocational schools in Slovakia by the Ministry of Education. They aim to prepare the secondary school learners for their final school-leaving exams - which are based on and in line with the Common European Framework of Reference for Languages requirements for the specific proficiency levels. To fill the gap in present studies, a detailed analysis was implemented, which included not only the exercises explicitly aimed at phraseological units but also the parts of the textbook, which dealt with the formulaic language implicitly. The main question posed dealt with the categories of phraseological units and their distribution in the analyzed textbooks. Phraseological units were identified, classified, analyzed, and counted by quantitative content analysis. The results showed that although there were phraseological units found in all analyzed textbooks, their distribution and classification differed significantly. Once they were included in the very limited number and variety of exercises, they were never used or mentioned again. Moreover, their explanation was absent or insufficient. The listed findings indicate that learners might encounter significant issues when trying to advance toward higher EFL proficiency levels.

Název v anglickém jazyce

The structure and the distribution of phraseological units in intermediate and upper-intermediate EFL textbooks

Popis výsledku anglicky

The knowledge of native phrases and idiomatic expressions is considered to be an essential aspect of one&apos;s fluency in a foreign language and can advance learners toward more excellent proficiency in foreign language acquisition. However, not much research has been dedicated to how they are implemented in the school textbooks. This research work aims to examine the occurrence of phraseological units in the four selected English textbooks for B1 and B2 levels, which are recommended for use at secondary grammar schools and secondary vocational schools in Slovakia by the Ministry of Education. They aim to prepare the secondary school learners for their final school-leaving exams - which are based on and in line with the Common European Framework of Reference for Languages requirements for the specific proficiency levels. To fill the gap in present studies, a detailed analysis was implemented, which included not only the exercises explicitly aimed at phraseological units but also the parts of the textbook, which dealt with the formulaic language implicitly. The main question posed dealt with the categories of phraseological units and their distribution in the analyzed textbooks. Phraseological units were identified, classified, analyzed, and counted by quantitative content analysis. The results showed that although there were phraseological units found in all analyzed textbooks, their distribution and classification differed significantly. Once they were included in the very limited number and variety of exercises, they were never used or mentioned again. Moreover, their explanation was absent or insufficient. The listed findings indicate that learners might encounter significant issues when trying to advance toward higher EFL proficiency levels.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

60203 - Linguistics

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Arab World English Journal

ISSN

2229-9327

e-ISSN

—

Svazek periodika

15

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

MY - Malajsie

Počet stran výsledku

14

Strana od-do

3-16

Kód UT WoS článku

001340666500001

EID výsledku v databázi Scopus

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