| dc.description.abstract | Do the textbooks provide pupils with a relevant vocabulary, or are the words in the
textbooks just placed there in a haphazard manner? Some words are more important
to know, in order to understand as much as possible. This essay concerns adjectives in
English textbooks, and their relation to high-frequency lists. In order to study the
relationship, two textbooks are examined and the results show both similarities and
differences to previous studies. One conclusion is that words that occur more than
once are most likely to be in the frequency lists and therefore, ought to be emphasised
by teachers who teach weaker pupils. The results also showed that both textbooks
emphasise spoken language. The essay discusses the importance of an individualized
English classroom and the importance of high-frequency lists and how to use them
properly. | en |
