Lexical Coverage and Readability of Science Textbooks for English-Medium Instruction Secondary Schools in Hong Kong

Textbooks are an important source of knowledge input on which the transmission academic often relies, especially in early stages learning. Adopting a corpus-based approach, this study evaluates text difficulty science textbooks used secondary English-medium instruction schools Hong Kong, with focus their lexical coverage and readability. It compares English language that as foreign textbooks. The analysis reveals is inappropriate terms words readability level. results also show from Academic Word List (AWL) General Service (GSL) well levels, vary across scientific topics. These findings will inform textbook design development pedagogical strategies to facilitate students’ learning subject content medium English.