3. ** refers to lessons which provide spiral learning for the structure.
For the distribution of present perfect recycling, except 4-6, which is directly after the target lesson6 (4-5), present perfect is recycled in each lesson. There are four lessons with present perfect recycled up to ten times: 4-R3, 5-1, 5-R2, and 6-1.
6 Target lesson here refers to the lesson which first presents the target structure in the grammar
For 4-R3, it might be because that it is the recycle lesson for present perfect, more recycling is provided. As for 5-1, a total of 54 times of recycling are provided mainly due to that 5-1 also targets on present perfect for spiral learning. More recycling is therefore provided for students to learn the new element (ever/never;
since/for). Although in 6-1, present perfect is not the target grammar, it is presented as a review structure7 in the lesson; hence, a high recycling (18) is also provided.
Regarding relative clause, most recycling is provided in 5-6. This is because 5-6 focuses on the objective case of relative clause and provides spiral learning for 5-5, which deals with the subjective case of relative clause. After 5-6, less recycling is provided. For passive, 6-1 provides the most recycling of it because passive is presented as a review structure in the lesson.
For the distribution of wh-clause recycling, the greatest recycling falls in 6-2 that targets on wh-clause for spiral learning. Other than 6-2, very little recycling is provided, even in the recycle lessons, like 4-R3 or 6-R1, which is designed for reviewing the wh-clause. As for the last structure, present/past participle as adjective, more recycling of the structure falls in 5-R2, and 6-1.
Overall, it is observed that most recycling in Textbook L occurs in the lessons which provide spiral learning for the target structures, and the review lessons, including a regular lesson that emphasizes the structure as a review structure.
For the overall recycling frequency, the structure with the highest recycling frequency is the present perfect structure while the lowest are the passive and present/past participle as adjective with only 36 times of recycling provided in the textbooks.
Table 11 shows the distribution and overall recycling frequency of structures in
7 In each lesson of Volume Six of Textbook L, structures that will be targeted and reviewed are all specified and listed in the first page of the lesson.
Textbook J.
Table 11. Recycling Frequency of Structures in Textbook J
GP
Voice Wh-clause Present/Past Participle
3. ** refers to lessons which provide spiral learning for the structure.
Recycled structures of present perfect largely fall in 5-2 and 6-5. 5-2 is the lesson which directly follows the target lesson (5-1) and 6-5 is the lesson that practices present perfect as a review structure8. More recycling is, therefore, seen in the two lessons. Regarding relative clause, most recycling is provided is 5-9. This is
8 According to the syllabus of Volume Six of Textbook J, each lesson not only presents new
because 5-9, targeting on objective case of relative clause provides spiral learning for 5-8, which deals with the subjective case of relative clause. Besides 5-9, 6-3 also provides 13 times of recycling for relative clause.
As for passive, the recycled structures are distributed among different lessons with divergent numbers. The greatest recycling falls in 6-5 which practices passive as a review structure. For the distribution of wh-clause recycling, the greatest recycling falls in 6-1 that provides exposures to wh-clause for reviewing.
Wh-clause is the review structure in the lesson. Concerning the recycling of present/past participle as adjective, the greatest recycling falls in 6-4. Based on the researcher’s observation, this is because present/past participle as adjective can be applied to the target structure in 6-4 – exclamatory sentences (e.g., What a...!;
How...!). Therefore, even though it is not a target or review structure in 6-4, it is, to
some extent, recycled in the lesson.Overall, in Textbook J, most recycling of target structures falls in the lessons that practice the structures as review structures, and those provide spiral learning for the target structures. In Textbook J, no obvious high exposures to the target structures are seen in the review lessons (R1, R2, or R3), even though they are designed to recycle the structures for the previous lessons.
For the overall recycling frequency of the structures in Textbook J, the highest frequency falls on present perfect structure, whereas the lowest falls on wh-clause.
The recycling times of the other three, relative clause, passive, and present/past participle as adjective are all under 60.
Table 12. Recycling Frequency of Structures in Textbook K
Voice Wh-clause Present/Past Participle
2. ** refers to lessons which provide spiral learning for the structure.
Table 12 shows the distribution and recycling frequency of structures in Textbook K. For present perfect, 6-1 is the only lesson that does not provide recycling for the structure. Besides, recycling of it falls mostly in 5-R2 and 6-3.
This might because that 5-R2 is the review lesson for present perfect, more recycling is provided. Regarding relative clause, all lessons, except 6-3, provide recycling for it. The greatest recycling falls in 5-8 that aims to provide practices for relative clause for spiral learning extended from 5-7.
For passive, the lessons directly following the target lesson (5-1) seem to recycle the structure most often, like 5-2, 5-R1, and 5-4. In Volume Six, 6-4 also
provides a high frequency of 12 times of recycling. For wh-clause, the greatest recycling falls in 6-3 that targets on wh-clause for spiral learning with a total of 28 times of recycling presented. As for present/past participle as adjective, most recycling falls in 5-3 and 5-R1. 5-3 is the lesson also focusing on present/past participle for spiral learning, and 5-R1 is the one which is designed for reviewing the wh-clause. Overall, the greatest recycling of wh-clause falls in the two subsequent lessons after 5-2.
To sum up, the recycling of target structures in Textbook K falls mostly in the lessons designed for spiral learning or for reviewing. In addition, present/past participle as adjective is the structure with the highest frequency, while wh-clause is the least. The other three structures, present perfect, relative clause, and passive, range between the two ends.
Table 13 indicates the distribution and the total recycling frequency of target structures in Textbook N.
Table 13. Recycling Frequency of Structures in Textbook N
GP
Voice Wh-clause Present/Past Participle
2. ** refers to lessons which provide spiral learning for the structure.
For recycled structures of present perfect, except 5-R3, all the lessons provide at least some recycling for it. The greatest recycling falls in 5-2, 5-5, and 6-4. As shown, 5-2 targets on present perfect for spiral learning, so more recycling of it occurred in this lesson. For 5-5 and 6-4, present perfect seems to be randomly recycled with such numbers. Regarding relative clause, most recycling is provided in 5-8 and 6-1. As shown, the two lessons target on relative clause for spiral learning.
For passive, the greatest recycling falls in 6-1. Based on the observation, this is due to that when learning the target structure (participle phrases) in 6-1, the relative clause with the passive voice would first be provided in order to be transferred into the past participle phrases (Ex: The girl who is named Lisa is going to the park.
Æ The girl named Lisa is going to the park.). Therefore, more recycling of passive
voice is seen in the lesson. Basically, the recycled structures of passive are more equally distributed among lessons. For wh-clause recycling, the greatest recycling falls in 5-6 which targets on wh-clause for spiral learning. As for present/past participle as adjective, except 5-R3, all lessons provide recycling for the structure.To conclude, in Textbook N, most recycling of target structures falls in the lessons that provide spiral learning for the target structures, such as the cases of present perfect, relative clause, and wh-clause. For passive, most recycling occurs with the presentation of participle phrases. Besides, in the review lessons of Textbook N, not much recycling is especially provided even though these lessons are designed to recycle the structures for the previous lessons. As shown in the table, the most frequently-recycled structure is present perfect, and then relative clause, passive, wh-clause and present/past participle as adjective.
Table 14. Recycling Frequency of Structures in Textbook H
2. * refers to lessons which target the structure as a review structure.
3. ** refers to lesson which provide spiral learning for the structure.
Table 14 shows the recycling frequency of four target structures in Textbook H.
Because present/past participle as adjective is not targeted as a grammar activity in