| dc.description.abstract | In Turkey, English as a Foreign Language (EFL) teachers have been using the
coursebooks in their classrooms as a material. Despite the significance of the
coursebooks in the EFL setting, it is contentious that the coursebooks administered by
the Ministry of National Education are able to consist of authentic language and prepare
learners for real life. Corpora, consisting of written and spoken data gathered from real
lives of native speakers, can provide EFL learners and teachers with authentic language.
It is possible that complement ‘-ing’ clauses, containing the semantic domains, have an
important part in real life. In this regard, this study tried to compare the coursebooks and
the British National Corpus (BNC) in the use of complement ‘-ing’ clauses in order to
see the frequency, possible overuse and underuse of complement ‘-ing’ clauses in the
coursebooks and to understand whether the coursebooks could reflect the language the
English use in their real life. The coursebooks were turned into a plain text and compiled
by using Key Word in Context (KWIC) software, and Sketch Engine was used to reach
the BNC. In an attempt to understand whether there was a statistically significant
difference between the corpus of the coursebooks and the BNC and whether there was
an overuse or an underuse of complement ‘-ing’ clauses, the log-likelihood (LL) values
were utilized. The results revealed that considering the overall frequency, there was a
statistically significant difference between the coursebooks and the BNC in the use of
complement ‘-ing’ clause. It was also understood that the coursebooks had the absence
of lexical diversity although complement ‘-ing’ clauses were overused in overall
frequency. This study helps better understand the importance of the use of complement
‘-ing’ clauses and authentic language in the coursebooks. Moreover, it can provide a
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perspective in the use of complement ‘-ing’ clause for the designers of the coursebooks
and the syllabi in Turkey. | en_US |
