Single-word and formulaic vocabulary in second and foreign language textbooks

Vocabulary plays a central role in second and foreign language learning, yet relatively little is known about how mainstream textbooks address the full spectrum of lexical knowledge, including both single-word knowledge aspects and the formulaic dimension. This study investigates the extent to which the English (L2) and French (FL) textbooks used in Dutch secondary education provide systematic coverage of these domains across proficiency levels. Drawing on Nation’s framework for single-word knowledge and a complementary taxonomy of formulaic sequences, 5,963 activities from 20 textbooks were coded and analysed. The findings reveal a clear single-word bias: 71.7% of vocabulary-focused activities in the English textbooks and 96.1% in the French textbooks target single lexical items. Across both languages, only a narrow subset of the nine aspects of word knowledge – primarily form-meaning connections and grammatical functions – receives systematic attention. Formulaic vocabulary receives far less attention (28.6% in the English textbooks and 4% in the French textbooks), with lexical bundles accounting for the majority of formulaic activities. Overall, the textbooks examined remain oriented toward isolated words, perpetuating a narrow conceptualisation of vocabulary and limiting opportunities for deeper lexical development and phraseological competence. These findings carry important implications for materials design and classroom practice.