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In:Paradigms in Word Formation: Theory and applications
Edited by Alba E. Ruz, Cristina Fernández-Alcaina and Cristina Lara-Clares
[Studies in Language Companion Series 225] 2022
► pp. 343–378

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Chapter 13
Derivational paradigms in ELT textbooks

 | Charles University
 | Charles University
Published online: 19 September 2022
DOI logo with link
https://doi.org/10.1075/slcs.225.13gra
Abstract
Developing morphological awareness is an effective learning strategy which can simplify learning L2 vocabulary. The present chapter explores how far morphological-awareness activities are represented in over 100 international ELT coursebooks, 10 teacher training manuals and 17 practice books. The results show the coverage is rather low and unsystematic except in specialist manuals for vocabulary teaching and vocabulary practice books. Even in them the quality varies. Materials mostly focus on affixation and are not based on research findings. Attention should be paid to presenting teachers and teacher-trainees with more information on teaching derivational paradigms, and to introducing existing research and reliable materials which contain quality exercises and explicit information for students as well as ideas for classroom use.
Article outline
  • 1.Introduction
    • 1.1Historical background
    • 1.2Morphological awareness and explicit word-formation instruction
    • 1.3Morphological awareness in language teaching
    • 1.4Research questions
  • 2.Data and method
  • 3.Results and discussion
    • 3.1A quantitative survey of ELT coursebooks
    • 3.2A closer exploration of content of selected coursebooks
    • 3.3Teacher-training manuals
    • 3.4Vocabulary practice books
  • 4.Pedagogical implications
  • 5.Conclusion
  • Notes
  • References
  • Appendix
References (67)
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