The new words in the readingtexts and the methods for explaining them: the second year of middle school as an example

Abstract

Vocabulary learning is a fundamental component in building and enriching the lexical repertoire of learners. The reading texts provided  in the textbook for the second year of middle school have offered a substantial collection of new vocabulary, which has been explained  using various methods such as synonyms, derivatives, definitions, explanatory phrases, and antonyms. However, this process has not  been without shortcomings. The practical aspect of this study has revealed several discrepancies in the selection, explanation, and  distribution of these words when compared to scientific principles and standards. This hampers the learners ability to benefit from them.  Consequently, the study includes some suggestions directed towards the textbook's authors to consider during their selection of reading  texts.