Actividades para el aprendizaje del Inglés como Lengua Extranjera en libros de texto de primaria

Joaquín Gris Roca

doi:10.18172/cif.3643

Authors

Joaquín Gris Roca Universidad de Murcia

DOI:

https://doi.org/10.18172/cif.3643

Keywords:

Primary School, English as a Foreign Language, explicit and implicit teaching potential, corpus of activities

Abstract

Attaining the necessary fluency in the oral and written skills is one of the fundamental goals that EFL students need to pursue. Different activities in textbooks can have different explicit and implicit teaching loads depending on the type of knowledge promoted. Therefore, the kind of knowledge achieved by EFL learners might depend greatly on the typology of activities that teachers implement. Insofar as younger learners seem to benefit more from activities whose focus is communicative (hence, with a higher implicit teaching potential), the objective of the present exploratory study is to examine the explicit and implicit teaching potential of a sample of 1.952 activities taken from 10 primary school EFL textbooks used in Spain. Results revealed that the proportion of form-focused activities is higher than expected in the context of EFL textbooks for primary school teaching.

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Author Biography

Joaquín Gris Roca, Universidad de Murcia

Doctor en Lingüística Inglesa por la Universidad de Murcia y profesor asociado en el departamento de Filología Inglesa de la misma institución desde 2015

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