A Corpus-Based Vocabulary Analysis of an A2 TFL Textbook in Comparison with the Turkish National Corpus
1st International Conference on Technology-Infused Language Education (ICOTILE), Ankara, Türkiye, 17 - 18 Nisan 2026, ss.18, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Ankara
- Basıldığı Ülke: Türkiye
- Sayfa Sayıları: ss.18
- Ondokuz Mayıs Üniversitesi Adresli: Evet
Özet
Authenticity in language learning is said to make teaching more realistic. It is because corpus based teaching materials seem effective for learners of foreign languages to be linguistically and communicatively competent, such as in vocabulary, grammar and language use. This corpus-based study analyzes the lexical profile of the İstanbul A2 Teaching Turkish as a Foreign Language (TFL) textbook through the comparison with the Turkish National Corpus (TNC). One of the most well-known and commonly used A2 TFL Textbook, Istanbul, has been chosen for this study. The study discusses how well authentic vocabulary is reflected with regard to TNC. , and how grouping of individual word frequency is reflected. Vocabulary data have been collected from the textbook, and the data have been turned into txt format to be analyzed by double raters for reliability. During preliminary pre-processing, numbers, symbols, and images are removed; optional lemmatization decisions and inclusion criteria for instructional prompts have been reported. A sub-corpus of the textbook has been compiled and, uploaded to Sketch Engine, a widely used corpus query and analysis tool. Later, the vocabulary list has been compared to the frequency dictionary based on the TNC high-frequency list (top500), which is prepared by Aksan, Aksan, Mersinli and Demirhan (2017). The level of similarity between the textbook list and the TNC frequency list has been identified via Kutools for Excel, which enables a systematic calculation of lexical overlap. It has been found that the textbook covers 17% of the TCN in terms of the most frequently used words, suggesting a notable misalignment between A2 pedagogical input and contemporary usage-based frequency patterns in Turkish. The findings indicate that the textbook does not seem to contribute to the learners’ linguistic and communicative competence. Additionally, in terms of comprehensiveness, the textbook is insufficient and it uses low-frequency words. It is unable to present the real language use. The study indicates that corpus-based language teaching materials should be prepared for effective authentic learning.