Arab World English Journal (AWEJ) Volume 15. Number 1, March 2024                                             Pp. 3-16
DOI: https://dx.doi.org/10.24093/awej/vol15no1.1

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The Structure and the Distribution of Phraseological Units in Intermediate and Upper-
Intermediate EFL Textbooks

Jana Kamenická
Department of English, Faculty of Education
E. Purkyně University in Ústí nad Labem, Czech Republic
Corresponding Author: janey.kamenicka@gmail.com

Zdena Kráľová
Department of English Language and Culture, Faculty of Education
Constantine the Philosopher University in Nitra, Slovakia
&
Department of Modern Languages and Literatures, Faculty of Humanities
Tomas Bata University in Zlín, Czech Republic

Alexandra Grmanová
Department of English Language and Culture, Faculty of Education
Constantine the Philosopher University in Nitra, Slovakia

 

Received:10/20/2023             Accepted:  01/08/2024        Published: 03/20/2024

 Abstract:
The knowledge of native phrases and idiomatic expressions is considered to be an essential aspect of one’s fluency in a foreign language and can advance learners toward more excellent proficiency in foreign language acquisition. However, not much research has been dedicated to how they are implemented in the school textbooks. This research work aims to examine the occurrence of phraseological units in the four selected English textbooks for B1 and B2 levels, which are recommended for use at secondary grammar schools and secondary vocational schools in Slovakia by the Ministry of Education. They aim to prepare the secondary school learners for their final school-leaving exams – which are based on and in line with the Common European Framework of Reference for Languages requirements for the specific proficiency levels. To fill the gap in present studies, a detailed analysis was implemented, which included not only the exercises explicitly aimed at phraseological units  but also the parts of the textbook, which dealt with the formulaic language implicitly. The main question posed dealt with the categories of phraseological units and their distribution in the analyzed textbooks. Phraseological units were identified, classified, analyzed, and counted by quantitative content analysis. The results showed that although there were phraseological units found in all analyzed textbooks, their distribution and classification differed significantly. Once they were included in the very limited number and variety of exercises, they were never used or mentioned again. Moreover, their explanation was absent or insufficient. The listed findings indicate that learners might encounter significant issues when trying to advance toward higher EFL proficiency levels.
Keywords: distribution, Intermediate EFL textbooks, phraseological units, structure, Upper-Intermediate EFL textbooks

Cite as: Kamenická, J., Kráľová , Z.,& Grmanová, A.  (2024). The Structure and the Distribution of Phraseological Units in Intermediate and Upper-Intermediate EFL Textbooks.  Arab World English Journal, 15(1): 3-16.
DOI: https://dx.doi.org/10.24093/awej/vol15no1.1

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Received: 10/20/2023   
Accepted: 01/08/2024 
Published: 03/20/2024
https://orcid.org/0000-0001-8903-1943
https://dx.doi.org/10.24093/awej/vol15no1.1 

PaedDr. Jana Kamenická, PhD. is a skilled ELT teacher and currently an assistant professor at the Department of English, Faculty of Education, J. E. Purkyně University in Ústí nad Labem, Czech Republic. Jana has previously taught in Slovakia – including the Constantine the Philosopher University in Nitra and several grammar schools. Her research interests focus on neuroscientific and psychological aspects of teaching and learning foreign languages, especially the role of emotions and brain-based learning and teaching.
ORCID: https://orcid.org/0000-0001-8903-1943

Prof. PaedDr. Zdena Kráľová, PhD. is a skilled ELT teacher and currently a professor at the Department of English Language and Culture, Faculty of Education, Constantine the Philosopher University in Nitra, Slovakia as well as at the Department of Modern Languages and Literatures, Faculty of Humanities, Tomas Bata University in Zlín, Czech Republic. Her research interests broadly focus on the psychological aspects of teaching and learning foreign languages, especially foreign language anxiety and enjoyment. Email: zkralova@ukf.sk
ORCID: https://orcid.org/0000-0001-6900-9992

Bc. Alexandra Grmanová is a skilled ELT teacher and currently a student at the Department of English Language and Culture, Faculty of Education, Constantine the Philosopher University in Nitra, Slovakia. Her research interests focus on using informal language, formulaic language, and phraseological units in ELT. alexandra.grmanova@student.ukf.sk
ORCID: https://orcid.org/0009-0005-8441-5442