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Abstract

Adopting systemic functional linguistics (hereafter SFL) as the main theoretical framework, this study as part of a largerresearch project, aimed to examine how the language of textbooks deployed in teaching English as a foreign language (EFL)in the Vietnamese context shifted across levels in a book series. In order to do this, this research analyzed three linguisticfeatures namely, lexical density, nominalization, and grammatical metaphor of 24 reading texts in the chosen textbooks. Thefindings show that overall textbook texts grew complex when their levels advanced. In specific, mean scores of nominalizationand grammatical metaphor increased in accordance with the textbook levels from elementary to intermediate, leading to highdensity in chosen written texts. Nevertheless, the mean scores of the three selected language features in the upper mediatetextbook were not the highest among the four books. This finding suggests that in selecting EFL textbooks, educatorsnot only look at textbook levels proposed by textbook writers but also examine its linguistic features to determine mostappropriate choice.

Item Type:	Article
Authors/Creators:	To, V
Keywords:	systemic functional linguistics, linguistic complexity, English textbooks, lexical density, nominalization, grammatical metaphor
Journal or Publication Title:	Sage Open
Publisher:	Sage Publications, Inc.
ISSN:	2158-2440
DOI / ID Number:	https://doi.org/10.1177/2158244018787586
Copyright Information:	© 2018 The Authors. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/
Related URLs:	Google Scholar: To, V UTAS Profile: To, V
Item Statistics:	View statistics for this item

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