A corpus based analysis of collocations in english coursebooks used in Turkish public high schools

This research provides a detailed corpus-based analysis of the linguistic content in English coursebooks used in Turkish public high schools, with a focus on the treatment of verbs, nouns, and collocations. The study explores the representation and frequency of these linguistic elements, which are fundamental to second language acquisition, within the context of materials provided by the Turkish Ministry of National Education. By assessing how these components align with the Common European Framework of Reference for Languages (CEFR), the research aims to evaluate the effectiveness of these coursebooks in facilitating language learning. The analysis involved the creation of a specialized corpus from selected coursebooks, enabling a systematic examination of the presence and distribution of verbs, nouns, and their collocational patterns. The study found that while these elements are present, their representation is often insufficient to promote deep language proficiency. Verbs and nouns are foundational to sentence structure and meaning, yet their usage in the coursebooks lacks the necessary variety and contextual richness. Similarly, collocations, which are crucial for fluency and natural language use, are underrepresented, limiting students' ability to develop effective communicative skills. The findings suggest that the current coursebooks do not fully support the linguistic needs of learners, particularly in preparing them for real-world language use. This research underscores the need for a more robust inclusion of verbs, nouns, and collocations in English language teaching materials to enhance vocabulary acquisition and overall language proficiency. The study's insights are intended to inform future revisions of educational resources, advocating for a curriculum that better aligns with the CEFR and meets the demands of modern language education. Keywords: Corpus Linguistics, collocations, English coursebooks