Identifying Principles of the Lexical Approach in Some EFL Textbooks: a Quantitative and Qualitative Analysis

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dc.contributor.advisor Coonan, Carmel Mary it_IT
dc.contributor.author Miozzo, Margherita <1994> it_IT
dc.date.accessioned 2019-02-17 it_IT
dc.date.accessioned 2019-06-11T08:41:01Z
dc.date.available 2019-06-11T08:41:01Z
dc.date.issued 2019-03-18 it_IT
dc.identifier.uri http://hdl.handle.net/10579/14257
dc.description.abstract Many researchers have demonstrated the paramount role of lexis, and in particular of lexical phrases, in language use and learning. The present research focuses on the Lexical Approach by Michael Lewis which is based on such a lexical view of language and seeks to verify whether some of its principles are implemented in ten EFL textbooks of different levels. By using different tables, we aim at verifying the role that multi-word lexical items (i.e. phrasal verbs, collocations and expressions) play in textbooks as opposed to single words as well as the presence of consciousness-raising activities and of the lexicogrammar concept. The results have shown that there is more emphasis on single words than on multi-word lexical items and that there are very few exercises which direct the students’ attention towards the latter. As for the concept of lexicogrammar, we found that it is not present in any of the textbooks analysed. We therefore concluded that the Lexical Approach has not entirely seeped into EFL teaching yet. it_IT
dc.language.iso en it_IT
dc.publisher Università Ca' Foscari Venezia it_IT
dc.rights © Margherita Miozzo, 2019 it_IT
dc.title Identifying Principles of the Lexical Approach in Some EFL Textbooks: a Quantitative and Qualitative Analysis it_IT
dc.title.alternative Identifying Principles of the Lexical Approach in Some EFL Textbooks: a Quantitative and Qualitative Analysis it_IT
dc.type Bachelor Thesis it_IT
dc.degree.name Scienze del linguaggio it_IT
dc.degree.level Laurea magistrale it_IT
dc.degree.grantor Dipartimento di Studi Linguistici e Culturali Comparati it_IT
dc.description.academicyear 2017/2018, sessione straordinaria it_IT
dc.rights.accessrights openAccess it_IT
dc.thesis.matricno 865871 it_IT
dc.subject.miur L-LIN/02 DIDATTICA DELLE LINGUE MODERNE it_IT
dc.description.note Many researchers have demonstrated the paramount role of lexis, and in particular of lexical phrases, in language use and learning. The present research focuses on the Lexical Approach by Michael Lewis which is based on such a lexical view of language and seeks to verify whether some of its principles are implemented in ten EFL textbooks of different levels. By using different tables, we aim at verifying the role that multi-word lexical items (i.e. phrasal verbs, collocations and expressions) play in textbooks as opposed to single words as well as the presence of consciousness-raising activities and of the lexicogrammar concept. The results have shown that there is more emphasis on single words than on multi-word lexical items and that there are very few exercises which direct the students’ attention towards the latter. As for the concept of lexicogrammar, we found that it is not present in any of the textbooks analysed. We therefore concluded that the Lexical Approach has not entirely seeped into EFL teaching yet. it_IT
dc.degree.discipline it_IT
dc.contributor.co-advisor it_IT
dc.subject.language INGLESE it_IT
dc.date.embargoend it_IT
dc.provenance.upload Margherita Miozzo (865871@stud.unive.it), 2019-02-17 it_IT
dc.provenance.plagiarycheck Carmel Mary Coonan (coonancm@unive.it), 2019-03-04 it_IT


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