Vocabulary Recycling Across EFL Textbooks and Companion Readers in Mexican Lower Secondary Education

초록

This study investigates exact surface-form lexical overlap between English as a Foreign Language (EFL) textbooks and their corresponding companion readers used in Mexican lower secondary education. Using a corpus-based approach, it examines nouns, lexical verbs, and adjectives across three textbook series: Sunburst, Yes, We Can!, and Beats. Textbook and reader corpora were compiled to measure bidirectional lexical overlap within corresponding instructional units. Exact surface-form overlap is treated as an indicator of potential opportunities for repeated exposure rather than as direct evidence of deliberate pedagogical recycling or vocabulary acquisition. The findings show that overlap was generally limited and uneven. Descriptively, Beats demonstrated the highest textbook-reference overlap, Sunburst the highest reader-reference overlap, and Yes, We Can! the lowest overall lexical alignment. Nouns generally demonstrated lower overlap than verbs and adjectives, possibly because nouns were more closely tied to unit-specific content, whereas verbs and adjectives may recur more readily in instructional and dialogic language. Overall, the findings demonstrate variation in lexical coordination across the three series and show how overlap measures calculated in both directions can be used to evaluate potential opportunities for repeated lexical exposure across complementary EFL materials

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