Lexical Richness in Thai Textbooks Published in China

Abstract

Purpose: This study explores the lexical density found in Thai language textbooks utilised in Chinese educational environments, with the aim of deepening our comprehension of language acquisition. This study utilises corpus linguistics techniques to examine four sets of textbooks, each consisting of four volumes. The objective is to identify similarities and differences in the usage of vocabulary. Method: This study employs corpus linguistics techniques to comprehensively examine Thai language textbooks, using the type-token ratio (TTR) as a quantitative measure. Preliminary observations indicate a correlation between decreased content levels, restricted vocabulary, and an increased type-token ratio (TTR). A non-linear relationship was observed when comparing type-token ratios (TTRs) across volumes at the same level. To address these anomalies, a stoplist and standardised TTR (STTR) analysis were introduced. Results: The analysis demonstrates that higher-level texts display more intricate language structures compared to lower-level texts, which contradicts initial assumptions. The refinement of these findings is achieved using a stoplist and STTR analysis. Although there may be segmentation errors, the total number of tokens is an important factor in analysing TTR. This emphasises the importance of considering token count when examining lexical patterns in textbooks. Implications for Research and Practice: The study's findings have significant implications for both language educators and learners. This research provides a foundation for future investigations into effective language instruction and course design methods by examining lexical patterns in Thai language textbooks. The discovery of an unexpected non-linear relationship highlights the significance of improving assumptions and methodologies in language education research. This study promotes a nuanced approach to evaluating vocabulary, highlighting the importance of flexible pedagogical strategies that can be adjusted based on the observed complexities of the vocabulary in educational materials.