First, incidental learning requires students to know 98 tokens in the textbook Hu and Nation, 2000. Assuming that students only recognize tokens in GSL_1
and GSL_2, it does not support incidental learning to occur as it only covers 92.21 tokens. Second, students need to receive large amount of input, at least
one million tokens or more per year. Unfortunately, the textbook only offers 6,213 tokens for a year long course. Third, students need to learn the unknown words in
the textbook deliberately to increase the learning. However, the textbook does not provide any vocabulary exercise for deliberate learning. Although the textbook
does not provide opportunities for incidental learning, students can still learn the vocabulary in the textbook incidentally if they receive more input from other
sources and have opportunities to learn the vocabulary deliberately. By doing so, it is expected that their token coverage increases to 98 to enable incidental
learning.
2. Vocabulary Coverage of Chapter I The data shown below are the results after running RANGE over chapter
I of the textbook corpus. Based on the data analysis, the vocabulary coverage of chapter I of the textbook is as follows.
Table 4.2 Vocabulary Coverage of Chapter 1
Chapter I Word Lists
Token Type
Word Family
GSL_1 76190.06
15879.40 130
GSL_2 475.56
2010.05 17
AWL 60.71
42.01 4
Not in the list 313.67
178.54 NA
Total 845
199 151
The summary data analysis of chapter I show consistency that most of the tokens 90.06, types 79.4, and word families 130 are found in GSL_1. It means
that chapter I tends to be easy to understand. This chapter allows low-level students to learn English in a small proportion of tokens 9.94, types 20.6,
and word families 21 which are outside the list of 1,000 most frequent English words. It will be the opportunity for the students to learn those tokens, types, and
word families. As the beginning chapter, it is a good consideration to use a lot of words
from GSL_1 and GSL_2 since it covers English words for general use. It also helps students to recognize words listed in the 2,000 most frequent English words
as the basis for their vocabulary knowledge. This chapter tends to be not too difficult to understand since 95.62 of the tokens are listed in GSL_1 and
GSL_2. This means that it might require less effort from students to read this chapter independently assuming that students already recognize all tokens in
GSL_1 and GSL_2. It is also a good decision to include words outside those 2,000 most
frequent English words. Although words from the AWL and not in the list only show a small number, it gives students opportunity to reach higher level of their
current vocabulary size.
3. Vocabulary Coverage of Chapter II The data shown below are the results after running RANGE over chapter
II of the textbook corpus. Based on the data analysis, the vocabulary coverage of chapter II of the textbook is as follows.
Table 4.3 Vocabulary Coverage of Chapter II
Chapter II Word Lists
Token Type
Word Family
GSL_1 85191.51
20981.64 153
GSL_2 293.12
166.25 15
AWL 111.18
62.34 6
Not in the list 394.19
259.77 NA
Total 930
256 174
The data analysis result of chapter II shown in the table indicates that the difficulty level of the tokens, types, and word families is consistent with those in
the overall parts of the textbook. Most of the tokens 91.51, types 81.64, and word families 153 are found in GSL_1. This helps students to learn English
from a very beginning level. It is added with some tokens, types, and word families from GSL_2 to enrich their vocabulary in order to reach the level of
2,000 vocabulary size. To read this chapter independently, pre-teaching some tokens in AWL is required to increase students’ text coverage from 94.63 to
95.81 assuming that students already recognize all tokens in GSL_1 and GSL_2.
This chapter also provides some other tokens, types, and word families outside the 2,000 most frequent English words. There are 50 tokens, 31 types, and
6 word families from the Academic Word List and not in the list outside the three lists. This is not a negative result concerning that in order for acquisition to
occur, students need input which is one level higher above their existing knowledge Krashen 1985 assuming that their level is within 2,000 vocabulary
size.
4. Vocabulary Coverage of Chapter III The data shown below are the results after running RANGE over chapter
III of the textbook corpus. Based on the data analysis, the vocabulary coverage of chapter III of the textbook is as follows.
Table 4.4 Vocabulary Coverage of Chapter III
Chapter III Word Lists
