Evaluating L2 textbook input for grammar learning: from research findings to operationalized evaluation criteria

Abstract

Prior studies investigating the quality of linguistic input in L2 textbooks have mainly focused on lexical frequencies for vocabulary development. The present study explores how previous findings on the role of salience, frequency, and explicit instruction can be used in the form of operationalized criteria to evaluate input quality in L2 textbooks for the learning of grammatical target features. To this aim, we have reviewed research on the subject, suggested evaluation criteria based on this literature, and chosen two French textbooks and two sample target features – the position of French reflexive pronouns and their coreference with the subject – to explore the applicability of the criteria.

The example analysis suggests that the developed criteria are applicable and useful for evaluating L2 textbook input quality for the learning of grammatical features. However, the example analysis also highlights several challenges, such as interpreting frequency counts in the absence of benchmarks. More complete textbook analyses are needed to test the applicability of the suggested approach.