Vocabulary in EFL teaching materials for young learners

Vocabulary is a key factor in successful language acquisition and as the textbook is central in the teaching of English, ideas behind vocabulary input in teaching materials should be based on research findings. The present study is an analysis of seven teaching materials used for young learners in Sweden. The results show that only a limited amount of the vocabulary students encounter in textbooks features in the exercises, with the focus placed on practising words already occurring with high frequency in the textbooks. Most exercises have an incidental vocabulary-learning focus and also require students to deal with language only in a mechanical way. This suggests there is no pedagogical thought behind the vocabulary input and that the inadequacies of textbooks are not properly addressed in workbooks. A conclusion to be drawn is that many teaching materials intended for younger learners in Swedish schools are questionable from a language learning perspective.