A content analysis on the vocabulary presentation in EFL course books

The purpose of this study is to examine and evaluate the selected English language coursebooks from the viewpoint of vocabulary selection and teaching techniques they employ. The five coursebooks chosen by the researchers are all for adults and young adults to learn and teach English as a foreign language. The books are as follows: Countdown to First Certificate (by Michael Duckworth and Kathy Gude, Oxford University Press, 1999); Advanced Masterclass by Tricia Aspinall and Anette Capel, Oxford University Press, 1999); Grammar in Context 2 (by Sandra N. Elbaum, Thomson Heinle, 2001-3rd Edition and 2005-4th Edition); New Headway Advanced (by Liz and John Soars, Oxford University Press, 2003); Top Notch 2 (by Joan Saslow and Allen Ascher, Pearson Education CAE (, 2006).

As an examination and evaluation method, content-analysis was preferred in this study. As a result of this evaluation, it was seen that all selected coursebooks integrated lexis into their syllabuses, giving emphasis to word knowledge by means of separate headings and additional sub-headings, such as Vocabulary, Word Building, Word Formation, Easily Confused Words, Keyword Transformation, Near-synonyms and Synonyms. Also, by means of word lists supplied at the end of Student’s Books, they provide quick-reference data for self check. Furthermore, all of the coursebooks have colorful layouts supporting vocabulary acquisition and comprehension through pictures, graphic designs, drawings, diagrams and cartoons except for Grammar in Context 2 also which has also some pictures and drawings, but all are all in black-and-white format and fewer in number, which makes the Student’s Book somehow dull and less attractive than the rest of the coursebooks.