INTRODUCTION
Background of the study
Textbooks are essential for helping learners achieve the desired outcomes of educational programs As noted by Oanh (2011), effective textbooks should foster creativity, motivation, and communication among students in an engaging manner Feez (2002, as cited in Rahmansyah, 2012b) emphasizes that textbooks serve as a curriculum guide, facilitating the teaching and learning process while stimulating academic knowledge, logical reasoning, and cultural values Moreover, they act as important pedagogical tools (Choppin, 1980; Thomson, 2000).
Since 1981, Vietnam has undergone three significant reforms of its textbooks to adapt to evolving educational needs In 2000, the Vietnamese Government initiated a nationwide textbook reform project as part of Resolution No 40/2000/QH10, led by the Ministry of Education and Training (MoET) This initiative has particularly focused on enhancing English textbooks and teaching methodologies to elevate their quality to meet international standards (Minister, 2008).
More importantly in September 2008, the Prime Minister of Vietnam made the
The National Foreign Languages 2020 project aims to ensure that by 2020, the majority of Vietnamese students graduating from secondary schools, vocational schools, colleges, and universities can confidently use a foreign language in their daily communication, studies, and work within a multicultural context.
2 and multi-lingual environment, making foreign languages a competitive advantage for Vietnamese young people in an international high-demanding labor market” (Minister, 2008)
To enhance English teaching and learning from elementary to high school, Vietnam's Ministry of Education and Training (MoET) has implemented various measures On September 10, 2013, MoET introduced an experimental English textbook for 10th grade, titled “Tiếng Anh 10 – Sách Thí Điểm” (GEETB), to replace the existing curriculum This textbook has been piloted in selected high schools across 36 provinces, and in Binh Duong Province, it has been officially adopted for all 10th-grade classes since the 2021-2022 school year.
Its official use in all the provinces is considered as a significant change of English textbook in Vietnam Due to the importance of this reform, on December 14 th ,
In 2015, the Ministry of Education and Training (MOET) issued Circular 31/2015/TT-BGDĐT, establishing 44 standards for linguistics experts, English professionals, and educators to evaluate the official English textbook in 2018 However, research on English textbooks, particularly regarding reading comprehension and passages, remains limited in Binh Duong Province.
This experimental English textbook is designed to enhance students' listening, speaking, reading, and writing skills To achieve this goal, it emphasizes the importance of reading materials, which are crucial for students' academic advancement and independent learning in EFL or ESL contexts Research by Smith (2010) highlights that reading materials significantly benefit learners, while Morrow (2007) and Harmer (1998) further support the notion that these resources enrich vocabulary and improve comprehension skills.
3 increasing the chance for success in learning English or another foreign language in a pleasurable way
According to Asgarabadi, Yadollah, Afsar, and Manouchehr (2015), the genre of reading significantly impacts students' English reading competence Conversely, Nesia and Ginting (2014) and Rahmansyah (2012a) highlight that the lexical density of a reading text poses challenges to readers' comprehension Additionally, research by Danielle (2011) and Yasuhiro (2000) emphasizes that text genres greatly influence reading comprehension, indicating that students must possess specific knowledge when engaging with scientific texts, rather than relying solely on narrative forms.
This study investigates the structure of genre and lexical density in reading texts from GEETB, focusing on how their combination affects students' reading comprehension The findings offer valuable insights into the content of reading materials and suggest potential strategies for enhancing reading comprehension instruction.
Rationale for the study
Reading materials are essential for acquiring a foreign language, with genre and lexical density being key factors that affect their quality and impact learners' reading skills In the NGCSE (National General Certificate Secondary Examination), the reading section comprises 18 out of 50 questions, highlighting its significance in the overall assessment.
In 2018, the National Examination results for Phan Boi Chau High School in Binh Duong Province revealed that 34 percent of the English test items were focused on reading comprehension, yet a significant number of students struggled with this aspect of the exam.
From the teaching experiences at a high school for years, the researcher realizes that the ignorance of genres and lexical density makes students hard to achieve the
Understanding the key meanings in reading texts is crucial, as they often contain essential information through lexical items Research by Risko, Walker, Bridges, and Wilson (2011) highlights that familiarity with diverse text structures and lexical density can significantly improve students' interest, engagement, and comprehension, ultimately enhancing the complexity of their writing Additionally, insights from Hibbing and Rankin-Erickson further emphasize the importance of these elements in effective reading and writing practices.
(2003) demonstrate that knowledge of genres is vital for students to enhance their reading comprehension
This study aims to analyze the genres and lexical density of ten reading texts from the 2013 GEETB published by the Vietnamese Education Publishing House It investigates how these elements influence students and their reading comprehension Consequently, the thesis is titled "An Analysis of Genre and Lexical Density of Ten Reading Texts in the Grade 10 Experimental English Textbook in Vietnam."
Objectives and research questions
This research focuses on analyzing the relationship between lexical density and genres in reading materials, aiming to document their combined impact on students' reading comprehension The study objectives include examining the organization of lexical density across ten reading texts, identifying the genre with the highest lexical density, assessing how these factors influence students' comprehension, and proposing effective teaching strategies and textbook designs Ultimately, the qualitative study seeks to address key research questions related to these themes.
1 How are genre of reading text and lexical density formed in ten reading texts in the grade 10 th experimental English textbook in Vietnam?
2 Which genre in these reading texts has the highest lexical density?
3 What are students’ perception about factors affecting on reading comprehension and what genres interest students in reading comprehension?
Scope of the study
This research investigates lexical density across different genres in 10th-grade reading texts from the 2013 GEETB published by the Vietnamese Education Publishing House Additionally, it explores students' perceptions of how genres and lexical density influence their reading comprehension The study employs a descriptive qualitative research approach.
Significance of the study
For theoretical significance, the study is a critical examination of the association of lexical density with genre in 10 reading texts in GEETB
This thesis aims to analyze the genre and lexical density of ten reading texts in the General English for English Teaching Book (GEETB), which will be widely implemented in high schools during the 2022-2023 academic year As highlighted by Minh (2007), careful analysis and selection of textbooks are crucial for effective language programs, prompting Vietnam’s Ministry of Education and Training (MOET) to enlist linguistics experts to evaluate GEETB's content Despite its upcoming adoption nationwide, there is a notable lack of research on this textbook, making this study particularly timely The findings are expected to be valuable for high school English teachers, providing insights that will enhance teaching practices.
6 will help the researcher have an overall insight about the reading materials that will help the researcher to discover solutions to increase the students’ reading competence
This thesis aims to enhance high school students' comprehension of reading texts by focusing on genres and lexical density, ultimately improving their reading skills By mastering these concepts, students will better understand texts, enrich their vocabulary, and access current information This valuable knowledge enables them to express their ideas more effectively in both written and spoken language while broadening their perspectives about the world.
The research findings offer valuable insights into enhancing students' English reading skills and highlight necessary adjustments for English textbooks used in Binh Duong Province.
Organization of the study
The overall structure of the study consists of five chapters including (1) Introduction, (2) Literature Review, (3) Methodology, (4) Findings and Discussion and (5) Conclusions and Implications.
Introduction
In this chapter, the researcher presents the rationale, scope, aims and objectives, research questions, significance as well as organization of the study.
Literature Review
This chapter examines prior research pertinent to the investigation at hand, focusing on key theoretical aspects such as the theory of textbooks, reading skills, reading materials, various genres, and lexical density.
Research Methodology and Methods
This charter provides a comprehensive overview of the research methods, data collection techniques, sample descriptions, data analysis procedures, and overall research procedures employed in the study Additionally, it addresses the validity and reliability of the research findings.
Findings and Discussion
This article critically presents and discusses the research findings on the analysis and evaluation of genre and lexical density in ten reading texts It also highlights the influence of genre and lexical density on students' reading comprehension.
This chapter presents a summary of the key findings from the investigation, discusses the implications for teaching and learning reading skills, and acknowledges the study's limitations Additionally, it offers recommendations for future research on the textbook from various perspectives.
This chapter gives an overall summary of the research The aims, participants, methods, data and findings of the study have been briefly introduced in this chapter
This chapter aims to contextualize the thesis within the existing literature by exploring the theoretical foundations of genre and lexical density in relation to reading texts It focuses on ten reading texts from the Grade 10 English Experimental Textbook (GEETB) in Vietnam, providing definitions of genre, lexical density, and reading text Additionally, the chapter examines how these features influence students' reading comprehension.
According to the Oxford Advanced Learner’s Dictionary, genre is defined as a specific type or style of literature, art, film, or music recognizable by its distinct features Yan (2017) and Veneziano and Nicolopoulou (2019) describe genre as a category of text, including narrative, descriptive, argumentative, or expository forms, as well as information books and storybooks In linguistics, genre also pertains to the text's structure and its unique characteristics that make it suitable for a specific purpose Additionally, Duke and Purcell-Gates (2003) and Liang (2015) emphasize that genre involves a specific format and structure in text creation.
Genre encompasses various text types, each with distinct features, purposes, and conventions, as highlighted by scholars such as Lee (2001) and Gurkosh and Hassan (2015) It is essential for primary grade students to understand these differences, as genre also reflects the role of a text within its community context.
9 that as part of functional linguistic paradigm genre is how we use language to live and mobilize language
Mentioning to genre of reading, Y H Asgarabadi, Afsar, and Manouchehr
(2015) considers it as genre of reading texts or text genre Beng, Yuen, and Keong
(2015) confirm that genre of reading is different types of texts Gurkosh and Hassan
According to research from 2015, there are two primary text genres: those derived from scientific and technological contexts and those from the arts and social sciences Shokouhi Hossein (2010) emphasizes that understanding the genre of a text involves recognizing the socio-cultural conventions that shape readers' comprehension This perspective highlights that the genre of reading serves a communicative purpose and can significantly impact learners' reading comprehension skills.
According to Marton (2012), text genres are categorized into two main types: main genres and subgenres Main genres encompass fiction, nonfiction, folk tales, drama, and poetry, whereas subgenres include autobiography, biography, comedy, essays, fables, fairy tales, historical fiction, informational texts, legends, myths, science fiction, tales, technical writing, and tragedy This thesis focuses on the genre theory proposed by Liang.
(2015) to identify genre of reading text for ten reading texts Liang’s definition is that
A genre is defined as a category of texts that share similar characteristics, including structure, style, content, intended audience, and communicative purpose (Yan, 2017) This encompasses various types of texts, such as narrative, descriptive, argumentative, and expository forms Therefore, it can be concluded that the genre of reading texts refers to specific types of reading materials.
This study focuses on three genres of reading text: (1) persuasive reading text
Informational reading texts are a type of nonfiction that deliver factual information and offer various instructional advantages for young readers (Gallo, 2013).
According to Marton (2012), informational reading texts deliver factual information about a specific topic, while persuasive reading texts aim to sway the reader's opinion Additionally, biographies are narratives that recount an individual's life story as told by someone else.
2.1.1.2 Impact of genre of reading text on learners’ reading comprehension
The genre of reading text significantly impacts learners' reading abilities and exposes them to diverse reading types, making it essential to provide a variety of genres to meet their learning needs According to Gallo (2013), different genres help students build background knowledge about the world and specific topics Douglas (1987) emphasizes that genre is crucial for vocabulary enhancement and text comprehension, as each genre presents a unique range of vocabulary Both Douglas (1987) and Shokouhir Hossein (2010) highlight the importance of understanding the content and context of a text type for effective reading comprehension Each component of a reading text contributes differently to comprehension, and research by Gurkosh and Hassan (2015) and Y H Asgarabadi et al (2015) confirms that genre influences students' reading comprehension Consequently, even advanced English learners may struggle with unfamiliar styles and genres (Suzanne, 2007).
Petros et al (1989) emphasize that reading ability is shaped by the genre of the text, allowing students to investigate the social purposes and contexts within their readings Additionally, Vera et al (2016) highlight that students recognize a higher density in narrative stories compared to persuasive letters and informative texts.
Quality in reading comprehension encompasses a diverse vocabulary and complex syntax, helping students understand the challenges and expectations of texts According to Johns (2011), recognizing the genre of a reading text enables students to anticipate its objectives and achieve communicative purposes, as supported by Petros et al (1989).
The genre of reading significantly impacts reading comprehension, as it encompasses various essential aspects of language, including social science, culture, and communicative values Researchers agree that understanding genre enhances learners' reading competence, enabling them to predict main content and grasp overall text meaning before diving deeper According to Marton (2012), recognizing the genre allows students to anticipate what to expect, such as identifying narrative texts as stories and persuasive texts as attempts to convince readers Implementing genre-based instruction not only motivates students but also improves their understanding of diverse text types, facilitating their ability to discern the purpose of a reading text before engaging with it This recognition encourages L2 students to practice reading more frequently, leading to better outcomes (Armstrong, 2009; Linda & Bruce, 1999) Therefore, analyzing reading texts in GEETB through the lens of genre is essential.
According to Anderson (2007); Castello (2008); To (2013); Nesia and Ginting
In 2014, it was established that lexical density plays a crucial role in assessing reading texts, as it influences whether the material is suitable or overly challenging for students Consequently, this thesis will analyze and evaluate the lexical density of ten reading texts from the GEETB as its second key aspect.
Lexical density of a reading text is the number of words used in the text It contains lexical items or content words and grammatical items or function words (Ure
LITERATURE REVIEW
Theoretical Background
This chapter aims to contextualize the thesis within existing literature by exploring the theoretical framework surrounding genre and lexical density It examines ten reading texts from the Grade 10 English Experimental Textbook (GEETB) in Vietnam, providing definitions of genre, lexical density, and reading text Additionally, the chapter discusses how these features influence students' reading comprehension.
According to the Oxford Advanced Learner’s Dictionary, genre is defined as a specific type or style of literature, art, film, or music identifiable by its unique characteristics (Oxford Dictionary, 2000) Scholars Yan (2017) and Veneziano and Nicolopoulou (2019) elaborate that genre encompasses various text types, including narrative, descriptive, argumentative, and expository forms, as well as information books and storybooks They emphasize that in linguistics, genre also pertains to the text's structure, highlighting its distinctive features and organization that serve a particular purpose Furthermore, Duke and Purcell-Gates (2003) and Liang (2015) assert that a genre represents a text format characterized by specific structures and conventions.
Genre encompasses various text types, each with distinct features, purposes, and conventions, which is essential knowledge for primary-grade students According to Gurkosh and Hassan (2015), genre also reflects the role of the text within the community where it was created, highlighting its broader significance beyond just text classification.
9 that as part of functional linguistic paradigm genre is how we use language to live and mobilize language
Mentioning to genre of reading, Y H Asgarabadi, Afsar, and Manouchehr
(2015) considers it as genre of reading texts or text genre Beng, Yuen, and Keong
(2015) confirm that genre of reading is different types of texts Gurkosh and Hassan
According to 2015, there are two main categories of text genres: those derived from scientific and technological contexts and those originating from the arts and social sciences Shokouhi Hossein (2010) emphasizes that understanding the genre of a text involves recognizing the socio-cultural conventions that influence readers' comprehension This perspective highlights that the genre of reading plays a crucial role in achieving communicative purposes and can significantly affect learners' reading comprehension.
According to Marton (2012), text genres can be categorized into two main types: main genres and subgenres The primary genres encompass fiction, nonfiction, folk tales, drama, and poetry, whereas subgenres include autobiography, biography, comedy, essays, fables, fairy tales, historical fiction, informational texts, legends, myths, science fiction, tales, technical writing, and tragedy This thesis focuses on the genre theory proposed by Liang.
(2015) to identify genre of reading text for ten reading texts Liang’s definition is that
A genre is defined as a category of texts that share common characteristics, including structure, style, content, intended audience, and communicative purpose (Yan, 2017) This includes various types of texts such as narrative, descriptive, argumentative, and expository Therefore, the genre of reading texts refers to the specific types of texts classified within these categories.
This study focuses on three genres of reading text: (1) persuasive reading text
Informational reading text, as defined by Gallo (2013), is a type of nonfiction that delivers factual information and offers numerous instructional advantages for young readers This genre plays a crucial role in enhancing comprehension and knowledge acquisition.
According to Marton (2012), informational reading texts deliver factual information on a specific topic, while persuasive reading texts aim to influence the reader's opinions or actions Additionally, biographies recount the life stories of individuals as narrated by someone else.
2.1.1.2 Impact of genre of reading text on learners’ reading comprehension
The genre of reading text significantly impacts learners' reading abilities and exposes them to diverse reading types, essential for meeting their varied learning needs Gallo (2013) emphasizes that different genres help students develop background knowledge in both general and domain-specific topics Douglas (1987) supports this by stating that genre is crucial for vocabulary enhancement and text comprehension, as each genre presents a unique vocabulary range Both Douglas and Shokouhir Hossein (2010) highlight that familiarity with the content and context of a text type is vital for reading comprehension, with each component of a reading text contributing uniquely to understanding Furthermore, research by Gurkosh and Hassan (2015) and Y H Asgarabadi et al (2015) confirms that the genre of reading text affects students' comprehension levels, indicating that even advanced learners may struggle with unfamiliar styles and genres (Suzanne, 2007).
Petros et al (1989) emphasize that reading ability is significantly influenced by the genre of the text By understanding different genres, students can better explore the social purposes and contexts within a text Vera et al (2016) further note that students recognize a greater density in narrative stories, followed by persuasive letters and informative texts.
Quality in reading comprehension encompasses a diverse vocabulary and complex syntax, which enable students to understand the challenges and expectations of texts According to Johns (2011), recognizing the genre of a reading text aids students in predicting its objectives and achieving communicative purposes, as supported by Petros et al (1989).
The genre of reading plays a crucial role in enhancing reading comprehension, as it encompasses various aspects of language, including social science, culture, and communicative values Researchers agree that understanding genre significantly impacts learners' reading competence, allowing students to predict main ideas and grasp overall content before engaging with the text According to Marton (2012), recognizing the genre helps learners set expectations, distinguishing between narrative, persuasive, informational, and reporting texts Implementing genre-based instruction not only motivates students to improve their reading comprehension but also enhances their understanding of different text types Consequently, this recognition encourages L2 students to practice reading more frequently, leading to better outcomes (Armstrong, 2009; Linda & Bruce, 1999) Therefore, analyzing reading texts in GEETB through the lens of genre is essential.
According to Anderson (2007); Castello (2008); To (2013); Nesia and Ginting
In 2014, the significance of lexical density in reading materials was highlighted, as it influences the difficulty level of texts for students Consequently, this thesis aims to analyze and evaluate the lexical density of ten reading texts from the GEETB, marking it as a crucial aspect of the research.
Lexical density of a reading text is the number of words used in the text It contains lexical items or content words and grammatical items or function words (Ure
Lexical items, which include nouns, adjectives, main verbs, and some adverbs, are distinct from grammatical items such as determiners, pronouns, prepositions, conjunctions, finite verbs, and certain adverbs (Halliday, 1985; Thornbury, 2017) Lexical density measures the ratio of content words to function words in a text, with content words often referred to as open class words (Ure, 1971; Nesia and Ginting, 2014) Vera et al (2016) highlight two key indicators of lexical density: lexical sophistication and lexical density itself Lexical sophistication involves the use of infrequent, complex vocabulary and longer words with intricate syllable structures, enhancing the writer's ability to convey intentions effectively (R John, 2000) In contrast, lexical density quantifies the amount of content vocabulary, which holds semantic significance both in isolation and within sentences, typically encompassing nouns, adjectives, non-auxiliary verbs, and adverbs.
Lexical density is a complex concept that varies in definition among researchers According to A Vila (1991), lexical quality is multidimensional and cannot be assessed through a single indicator, but rather through a combination of factors For instance, Halliday (1985, as cited in Johansson 2008) and Ure (1971) offer differing interpretations of lexical items; Halliday considers "turn up" as one lexical item, while Ure breaks it down into one lexical item ("turn") and one grammatical item ("up") This highlights the diverse methodologies for defining lexical density in reading texts.
Practical background
2.2.1 Previous studies on lexical density
Lexical density and the genre of a reading text significantly influence its quality and the challenges it presents to learners, ultimately affecting their reading abilities Recent studies have increasingly focused on the interplay between these factors Notably, research conducted by Nesia and Ginting has contributed to this growing body of knowledge.
In 2014, a study titled "Lexical Density Of English Reading Texts For Senior High School" analyzed eight reading texts to determine which had the highest lexical density and posed the greatest complexity The research found that narrative, explanation, and discussion texts are composed of three key lexical items: nouns, adjectives, and verbs Among these, explanation texts exhibited the highest lexical density, making them the most challenging to comprehend within the textbook A subsequent study by Fadhillah in 2018 examined 15 reading texts under the title "Analysing Lexical Density."
In the thesis on English reading texts from the Pathway to English textbook for Senior High School Grade X, it was discovered that nine texts exhibit high lexical density, making them quite challenging, while six texts are characterized by medium lexical density, rendering them easier to comprehend Additionally, another researcher, Stegen, has also conducted studies focusing on lexical density.
(2007) with the tittle Lexical Density In Oral Versus Written Rangi Texts In this
19 research, he finds that the oral Bantu language has more lexical density than the written language
2.2.2 Previous studies on genre of reading texts
Gallo (2013) conducted research on genre of reading text with the tittle
A study on the text genre preferences of third-grade readers involved 45 participants and revealed a strong inclination towards fictional texts over informational ones Specifically, 30 students expressed a preference for fiction, while only 12 favored informational texts, and four students showed equal interest in both genres Additionally, Fadhillah (2018) identified that among 15 reading texts analyzed, descriptive, recount, and narrative genres were present, with descriptive texts being the most dominant.