Investigating the Aspects of Vocabulary Teaching in Third- year Primary School “My Book of English” Textbook: The Case of Akid Othman & Harchaoui Mohammed Primary Schools in Ain Temouchent

Abstract

An important factor of school textbooks was the successful incorporation and the instruction of vocabulary. It was beneficial for users of educational materials to evaluate the presentation of lexical components and determine if they fulfilled the necessary criteria for vocabulary acquisition. Therefore, the current study focused on the importance of textbooks in improving students’ vocabulary acquisition. It specifically looked at the effectiveness of the newly developed 3 rd year primary school textbook “My Book of English”. The study analyzed the strategies employed in this instructional material and their influence on enhancing students’ lexical understanding. Additionally, it explored teachers’ perspectives on the effectiveness and adequacy of this textbook in aiding students’ development of a robust vocabulary. The data were collected through a combination of research methods. A questionnaire was given to (5) primary school teachers, along with a likert scale, while interviews were conducted with Akid Othman, Harchaoui Mohammed primary schools’ students. Based on the collected information, the results revealed that the textbook was a valuable resource for improving the vocabulary acquisition and comprehension of third year pupils. It accomplished this by providing various tasks that were filled with new lexical knowledge. Nevertheless, when it come to third-year primary school teachers, although “My Book of English” helped in enhancing student’s vocabulary, it is was not suitable for their level due to certain complex activities that were even unclear to the teachers themselves. In conclusion, it could be inferred that while “My Book of English” was beneficial for students in developing their vocabulary, it should not be heavily relied upon as it failed to fully meet their requirements for vocabulary learning.