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    • Abbreviated Title: Int. J. Lang. Lit. Linguist.
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    • DOI: 10.18178/IJLLL
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HOME > Archives > 2025 > Volume 11 Number 2 (2025) >
IJLLL 2025 Vol.11(2): 79-83
DOI: 10.18178/IJLLL.2025.11.2.577

The Relationship between Text Levels and Collocation Levels in English Textbooks

Risako Azemoto
Department of Integrated Sciences for Global Society, Kyushu University, Japan
Email: risako.azemoto@gmail.com (R.A.)

Manuscript received September 17, 2024; revised November 24, 2024; accepted January 8, 2025; published March 27, 2025.

Abstract—The purpose of this study is to elucidate the relationship between the CEFR levels of English textbooks and the levels of collocations. This study investigated the CEFR levels at which collocations first appear, using corpora from CEFR-based textbooks and Japanese high school English textbooks. I found that a significant minority of the collocations in Japanese English textbooks matched their CEFR levels to those of the texts, whereas over half did so in CEFR-based textbooks. However, approximately half of the collocations in Japanese English textbooks and one-third of those in CEFR-based textbooks were introduced to learners who were not proficient enough. The two types of English textbooks exhibited different transitions in collocation levels, with CEFR-based textbooks better aligning with learners’ expected proficiency levels when introducing collocations.

Keywords—CEFR, collocations, corpus linguistics, English textbooks

Cite: Risako Azemoto, "The Relationship between Text Levels and Collocation Levels in English Textbooks," International Journal of Languages, Literature and Linguistics, vol. 11, no. 2, pp. 79-83, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

 

 
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