A corpus-based analysis of lexical collocations in English textbooks taught in secondary schools in The Ministry of National Education

One of the main challenges in foreign language teaching is the abstract nature of the target language. Given this, textbooks play a crucial role in helping students visualize and contextualize linguistic structures in meaningful ways. In Türkiye, English textbooks are extensively used as instructional and reference materials, supporting not only classroom interaction but also independent learning beyond the classroom. Their ability to accurately reflect the grammatical and lexical features of the target language is essential to ensure effective learning outcomes. In this context, the present study analyzes four compulsory English textbooks used in state-run lower secondary schools under the authority of the Ministry of National Education. Focusing on lexical collocations, the study investigates their structural patterns and usefulness scores based on the Corpus of Contemporary American English (COCA). Adopting a quantitative document analysis approach, the research evaluates the pedagogical relevance of these collocations in relation to their frequency and contextual range. Findings indicate that the majority of collocations featured in the textbooks have low usefulness scores and demonstrate limited alignment with authentic language usage as captured by the COCA corpus. This suggests that many collocations presented in the textbooks offer insufficient pedagogical support for vocabulary development. The study highlights the need to revise and improve the collocational content of textbooks using corpus-informed principles. It concludes by emphasizing the importance of integrating corpus-based approaches into textbook design and offers specific recommendations for policymakers and material developers. Keywords: Collocation, Textbook analysis, COCA, Lexical instruction, Document analysis.