Dutch Journal of Applied Linguistics https://openjournals.nl/dujal <p><img style="margin: 0px 40px 0 0;" src="https://openjournals.nl/public/site/images/admin/beeld-def-helder-copyright-2.jpg" alt="DuJAL" width="300" height="237" align="left" hspace="10" vspace="10" /></p> <p style="font-size: 16px;"><br />The <em>Dutch Journal of Applied Linguistics</em> (DuJAL) <span style="font-weight: 400;">is the official journal of the Dutch Association of Applied Linguistics (Anéla). It publishes research on (second) language use, learning, teaching and policy and particularly values both theoretically and practically driven research that is of societal relevance.</span></p> <p style="font-size: 16px;"><span style="font-weight: 400;">DuJAL encourages open science, allows for publication of instruments and data, and publishes on a rolling basis.</span></p> <p> </p> en-US S.J.Andringa@uva.nl (Sible Andringa) info@openjournals.nl (Editorial Support) Thu, 01 Apr 2021 00:00:00 +0200 OJS 3.2.1.1 http://blogs.law.harvard.edu/tech/rss 60 An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks https://openjournals.nl/dujal/article/view/9345 <p>Vocabulary knowledge, which plays an important role in foreign or second language (L2) learning, involves a range of aspects such as form and meaning, grammatical functions, or word parts. Little research, however, has investigated how aspects of vocabulary knowledge are addressed in L2 textbooks. This study aims to fill that gap by examining the aspects of vocabulary knowledge that English for Academic Purposes (EAP) textbooks pay attention to. To that end, four EAP textbooks of upper-intermediate and advanced levels were investigated. A total of 873 vocabulary activities were identified and analysed based on Nation (2013) and Brown’s (2011) frameworks. Results show that grammatical functions, associations, and word parts receive the most attention in the EAP textbooks while written form, constraints on use, and spoken form receive the least attention. The findings also demonstrate variations among the EAP textbooks in their amounts of attention to different aspects of word knowledge.</p> Duy Van Vu, Marije Michel Copyright (c) 2021 Duy Van Vu, Marije Michel https://creativecommons.org/licenses/by/4.0 https://openjournals.nl/dujal/article/view/9345 Fri, 30 Apr 2021 00:00:00 +0200