A critical analysis of the vocabulary in L2 spanish textbooks

Abstract

This study researches the treatment given to L2 vocabulary in Spanish language textbooks. To that end, 12 textbooks (together with the teacher's editions) at three proficiency levels were analyzed. The results suggest that the vocabulary to be taught lacks consistency as the selection and grading criteria are not explicitly stated in most of the teacher's guides. The place of publication and the proficiency level of the textbooks influence the introduction of new words. Vocabulary teaching tends to be rather traditional since its practice is mostly comprised of closed and open exercises and vocabulary learning strategies are rarely present. Finally, the results of research into L2 vocabulary learning have not been taken into consideration. This can be seen in the overuse of semantic sets and the insufficient recycling found in the teaching units.