Shumen University, Bulgaria
Texts for children create context for teaching lexically. The free tools for lexical analysis which help teachers make their choice of songs, rhymes, stories or shorter texts. We analyse the readability indices of a corpus of more than 100 texts for children (40 stories, 60 rhymes and songs, some proverbs, tongue twisters and riddles suitable for young and very young learners).
All the stories analysed in this article are approbated with young learners. They are suitable both for work with young learners and for work with student teachers. Some of the stories have to be adapted for work with younger learners: the results of our analysis confirm that adaptation improves indices’ values, i.e. the stories become easier, more reader friendly.
The article pays attention to the most often met words and phrases: the most often met phrases with the verb said; one of the most often met nouns is day and the most often met collocation with it is one day; little is among the most often used adjectives in the corpus (the model little + an animal); one of the most often met adverbs in our corpus is back. The corpus shows that the same text can illustrate various models with the same words or similar models with different words.
Using authentic texts for children (books for native speakers) gives learners phrases that are above their current level of linguistic development. This way they sometimes use grammar structures that are difficult for young learners but due to the memorable context and multiple repetitions are easily acquired and activated for use in conversations.
Key words: Lexical approach; Young learners; Texts for children; Readability of texts; Frequency; Collocations.
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How to cite this article: Ilieva, Zh. (2017). Analysis of texts for children: lexical approach for young learners. Journal of Linguistic and Intercultural Education – JoLIE, 10(1), 93-118. DOI: https://doi.org/10.29302/jolie.2017.10.1.7
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This article is published as part of project RD-08-106/06.02.2017, Scientific Research Fund of Shumen University, Bulgaria.