The Role of Textbooks in Shaping EFL Learners’ Cultural Mental Lexicon
This study aims to: (i) explore the number and lexical category of cultural words in an EFL textbook used by 44 4th ESO students; (ii) analyse the number of types produced by these informants in response to a task based on three culturally framed stimulus words (Culture, Traditions, Celebrations); a...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de La Rioja (UR) |
| Repositorio: | RIUR. Repositorio Institucional de la Universidad de La Rioja |
| OAI Identifier: | oai:portal.dialnet.es:doc/68408542d75b244d8cb70ef4 |
| Acceso en línea: | https://investigacion.unirioja.es/documentos/68408542d75b244d8cb70ef4 |
| Access Level: | acceso abierto |
| Sumario: | This study aims to: (i) explore the number and lexical category of cultural words in an EFL textbook used by 44 4th ESO students; (ii) analyse the number of types produced by these informants in response to a task based on three culturally framed stimulus words (Culture, Traditions, Celebrations); and (iii) investigate the relationship between textbook input and students' word production at the start and end of the academic year. Results show alignment between student responses and textbook content, with increased production of cultural words by the end of the year. These findings suggest that their EFL textbooks and instruction influence learners' cultural knowledge. Supporting Agencies This article is part of a research project funded by the Ministry of Science, Innovation and Universities of the Government of Spain and the European Union (FEDER funds) [Project code: PGC2018-095260-B-100]. |
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