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

Joaquín Gris Roca

doi:10.18172/cif.3643

Auteurs-es

Joaquín Gris Roca Universidad de Murcia

DOI :

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

Mots-clés :

École primaire, anglais langue étrangère, potentiel pédagogique explicite et implicite, corpus d’activités

Résumé

Atteindre l'aisance nécessaire dans les compétences orales et écrites est l'un des objectifs les plus importants pour les apprenants d'anglais langue étrangère (ALE). Les différentes activités présentées dans les manuels scolaires peuvent avoir des potentiels différents pour l'enseignement explicite et implicite selon le type de connaissances qu'elles encouragent. Par conséquent, le type de connaissances que les apprenants acquièrent dépendra, dans une large mesure, de l’accent mis par les enseignants sur les différentes activités. Étant donné que les jeunes apprenants tirent davantage profit des activités de communication, cette étude exploratoire vise à examiner le potentiel explicite et implicite d'un échantillon de 1952 activités tirées de 10 manuels scolaires du primaire pour l'enseignement de l'anglais langue étrangère en Espagne. Les résultats ont montré que la proportion d'activités consacrées à l’enseignement des formes dépasse largement ce à quoi on pouvait s’attendre.

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Biographie de l'auteur-e

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

Références

AGUSTÍN-LLACH, M. (2015). “Age and type of instruction (CLIL vs. traditional EFL) in lexical development”. International Journal of English Studies 16 (1): 75-96. DOI: https://doi.org/10.6018/ijes/2016/1/220691

ALCÓN-SOLER, EVA y GARCIA-MAYO, M. (2008). “Incidental focus on form and learning outcomes with young foreign language classroom learners” en Second Language Acquisition and the Younger Learner: Child’s Play? (Eds. Jenefer Philp, Rhonda Oliver y Alison Mackey). Amsterdam: John Benjamins, 173-192. DOI: https://doi.org/10.1075/lllt.23.12sol

ALIZADEH, K. (2011). “The advantages of active English teaching, emphasizing at active teaching to EFL child students”. Modern Journal of Language Teaching Methods 1 (1): 80-87.

AZKARAI, A. y IMAZ-AGIRRE, A. (2015). “Negotiation of meaning strategies in child EFL mainstream and CLIL settings”. TESOL Quarterly 50 (4): 844-870. DOI: https://doi.org/10.1002/tesq.249

AZKARAI, A. y OLIVER, R. (2016). “Negative feedback on task repetition: ESL vs. EFL child settings”. The Language Learning Journal 1-12. https://doi.org/10.1080/09571736.2016.1196385. DOI: https://doi.org/10.1080/09571736.2016.1196385

BAARS, B. (1997). “In the Theatre of Consciousness: The Workspace of the Mind”. Journal of Consciousness Studies 4 (4): 292-309.

BARRERAS, M. A. (2004). “Vocabulario y edad: Pautas para su enseñanza en las clases de inglés de educación primaria”. Aula Abierta 84: 63-84.

BIALYSTOK, E. (2001). “Metalinguistic aspects of bilingual processing”. Annual Review of Applied Linguistics 21 (1): 169-181. DOI: https://doi.org/10.1017/S0267190501000101

BIALYSTOK, E. (2007). “Cognitive complexity and attentional control in the bilingual mind”. Child Development 70 (3): 636-644. DOI: https://doi.org/10.1111/1467-8624.00046

BIALYSTOK, E., MARTIN, M. y VISWANATHAN, M. (2005). “Bilingualism across the lifespan: The rise and fall of inhibitory control”. International Journal of Bilingualism, 9 (1): 103-119. DOI: https://doi.org/10.1177/13670069050090010701

BREWSTER, J., ELLIS, G. y GIRARD, D. (2002). The Primary English Teacher's Guide. Harmondsworth: Penguin

CAMERON, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511733109

CAROL, R. y SOBERÓN, A. (2004). Bugs 1 (Student Book). London: Macmillan.

CAROL, R. y SOBERÓN, A. (2004). Bugs 2 (Student Book). London: Macmillan.

CAROL, R. y SOBERÓN, A. (2005). Bugs 5 (Student Book). London: Macmillan.

CAROL, R. y SOBERÓN, A. (2009). Bugs World 2 (Student Book). London: Macmillan.

CEKAITE, A. (2008). “Developing conversational skills in a second language. Language learning affordances in a multiparty classroom setting” en Second Language Acquisition and the Younger Learner: Child’s Play? (Eds. Jenefer Philp, Rhonda Oliver y Alison Mackey). Amsterdam: John Benjamins, 105-129. DOI: https://doi.org/10.1075/lllt.23.08cek

CHARRINGTON, M., COVILL, C. y SHIPTON, P. (2014). Great Explorers 2 (Workbook). Oxford: Oxford University Press.

CORBETT, J. y O'FARRELL, R. (2011). Quest 2 (Student Book). London: Macmillan.

CORBETT, J. y O'FARRELL, R. (2011). Quest 3 (Workbook). London: Macmillan.

CORBETT, J. y O'FARRELL, R. (2012). Quest 4 (Workbook). London: Macmillan.

COUNCIL OF EUROPE. (2001). Common European framework of reference for languages: learning, teaching, assessment. Cambridge: Cambridge University Press.

COVILL, C., CHARRINGTON, M. y SHIPTON, P. (2011). Explorers 2 (Workbook). Oxford: Oxford University Press.

CRIADO, R. (2010). “The Impact of Activity Sequencing on the Differences between ELT Methods: A Critical Analysis of Sample Units”. Porta Linguarum 14 (1): 7-28.

CRIADO, R. y SÁNCHEZ, A. (2009). “The Universal Character of the DEC−>PRO Cognitive Sequence in Language Learning and Teaching Materials”. Revista Española de Lingüística Aplicada (RESLA) 22, 89-106.

CRIADO, R., SÁNCHEZ, A. y CANTOS, P. (2010). “An Attempt to Elaborate a Construct to Measure the Degree of Explicitness and Implicitness in ELT Materials”. International Journal of English Studies 10 (1): 103-129. DOI: https://doi.org/10.6018/ijes/2010/1/114001

DEKEYSER, R. (2015). “Skill Acquisition Theory” en Theories in Second Language Acquisition (Eds. Bill VanPatten y Jessica Williams). Nueva York: Routledge, 94-112.

DEKEYSER, R. y CRIADO, R. (2013). “Automatization, Skill Acquisition, and Practice in Second Language Acquisition” en The Encyclopedia of Applied Linguistics (Ed. Carol A. Chapelle). Oxford: Wiley Blackwell, 1-5. https://doi.org/10.1002/9781405198431.wbeal0067. DOI: https://doi.org/10.1002/9781405198431.wbeal0067

EBBELS, S. (2007). “Teaching grammar to school-aged children with specific language impairment using Shape Coding”. Child Language Teaching and Therapy 23 (1): 67-93. DOI: https://doi.org/10.1191/0265659007072143

ELLIS, R. (2009). Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Bristol: Multilingual Matters. DOI: https://doi.org/10.21832/9781847691767-004

ELLIS, R. (2015). “Form-focused instruction and the measurement of implicit and explicit L2 knowledge” en Implicit and Explicit Learning of Languages (Ed. Patrick Rebuschat). Amsterdam: John Benjamins, 417-442. DOI: https://doi.org/10.1075/sibil.48.17ell

ESCRIBANO, T. y VENTOSA, R. (2006). Sunshine (Student Book). Harlow: Pearson Longman.

ESCRIBANO, T. y VENTOSA, R. (2006). Sunshine (Workbook). Harlow: Pearson Longman.

ESPAÑA. Real Decreto-ley 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria [Internet]. Boletín Oficial del Estado, 1 de marzo de 2014, núm. 52, pp. 2014 a 2222. <https://www.boe.es/buscar/pdf/2014/BOE-A-2014-2222-consolidado.pdf> (Acceso 18 noviembre 2018).

EVANS, S., SHIPTON, P. y TORRES, S. (2014). Great Explorers 4 (Workbook). Oxford: Oxford University Press.

FREEMAN, D. (1989). “Teacher training, development and decision making: A model of teaching and related strategies for language teacher education”. TESOL Quarterly 23 (1): 27-45. DOI: https://doi.org/10.2307/3587506

GOLDSTEIN, B. y JONES, C. (2015). Smart Planet 1 (Student Book). Cambridge: Cambridge University Press.

GOO, J., GRANENA, G., YILMAZ, Y. y NOVELLA, M. (2015). “Implicit and explicit instruction in L2 learning: Norris y Ortega (2000) revisited and updated” en Implicit and Explicit Learning of Languages (Ed. Patrick Rebuschat). Amsterdam: John Benjamins, 443-482. DOI: https://doi.org/10.1075/sibil.48.18goo

GOORHUIS-BROUWER, S. y DE BOT. K. (2010). “Impact of early English language teaching on L1 and L2 development in children in Dutch schools”. International Journal of Bilingualism 14 (3): 289-302. DOI: https://doi.org/10.1177/1367006910367846

GRIS-ROCA, J. (2015). “Categorization of activities used in English as a foreign language: A corpus based study with pedagogical materials”. Procedia - Social and Behavioural Sciences 198: 165-173. DOI: https://doi.org/10.1016/j.sbspro.2015.07.433

GRIS-ROCA, J. (2017). “Grammar in primary school EFL textbook activities: A corpus-driven study of their teaching nature and related cognitive implications”. Research in Corpus Linguistics 5(1): 57-72. DOI: https://doi.org/10.32714/ricl.05.05

HALLIWELL, S. (2000). Teaching English in the Primary Classroom. New York: Longman.

HEARN, I., y GARCÉS-RODRÍGUEZ, A. (2003). Didáctica del inglés para Primaria. Madrid: Pearson Educación.

HOUSE, S. (2011). Didáctica del inglés. Classroom Practice. Barcelona: Graó.

HULSTIJN, J. (2002). “Towards a unified account of the representation, processing and acquisition of second language knowledge”. Second Language Research 18: 193-223. DOI: https://doi.org/10.1191/0267658302sr207oa

HULSTIJN, J. (2005). “Theoretical and Empirical Issues in the Study of Implicit and Explicit Second-language Learning”. Studies in Second Language Acquisition 27: 129-140. DOI: https://doi.org/10.1017/S0272263105050084

KANG, D. (2008). “The classroom language use of a Korean elementary school teacher: Another look at TETE”. System 36: 214-226. DOI: https://doi.org/10.1016/j.system.2007.10.005

KELLY, C. 2017. “The brain studies boom: Using neuroscience in ESL/EFL teacher training” en Innovative Practices in Language Teacher Education (Eds. Tammy Gregersen y Peter D. Maclntyre). Berlin: Springer, 79-99. DOI: https://doi.org/10.1007/978-3-319-51789-6_5

LÁZARO-IBARROLA, A. y AZPILICUETA-MARTÍNEZ, R. (2014). “Investigating negotiation of meaning in EFL children with very low levels of proficiency”. International Journal of English Studies 15 (1): 1-21. DOI: https://doi.org/10.6018/ijes/2015/1/203751

LEOW, R. (2015). Explicit Learning in the L2 Classroom: A Student-Centered Approach. Nueva York, NY: Routledge. DOI: https://doi.org/10.4324/9781315887074

MALPAS, S. (2012). Islands 2 (Student Book). London: Pearson.

MALPAS, S. (2012). Islands 2 (Workbook). London: Pearson.

MOHAMED, S. (2013). Big Surprise 6 (Workbook). Oxford: Oxford University Press.

MONTIJANO-CABRERA, M. (2014). Textbook use training in EFL teacher education. Ultrecht Studies in Language and Communication 27: 267-286. DOI: https://doi.org/10.1163/9789401210485_016

ORMEROD, M. y SHAW, D. (2007). Find Out 3 (Student Book). London: Macmillan.

ORMEROD, M. y SHAW, D. (2007). Find Out 3 (Workbook). London: Macmillan.

PAPIOL, E. y TOTH, M. (2005). Bugs 6 (Workbook). London: Macmillan.

PARADIS, M. (2009). Declarative and Procedural Determinants of Second Languages. Amsterdam: John Benjamins. DOI: https://doi.org/10.1075/sibil.40

PÉREZ, P. y ROIG, V. (2004). Enseñar y Aprender inglés en educación infantil y primaria. Barcelona: Horsori Editorial.

PHILLIPS, S. y REDPATH, P (2008). Incredible English 5 (Student Book). Oxford: Oxford University Press.

PHILLIPS, S. y REDPATH, P (2008). Incredible English 5 (Workbook). Oxford: Oxford University Press.

PHILLIPS, S. y SHIPTON, P. (2011). Explorers 5 (Student Book). Oxford: Oxford University Press.

PHILLIPS, S. y SHIPTON, P. (2014). Great Explorers 6 (Workbook). Oxford: Oxford University Press.

PHILLIPS, S. y SHIPTON, P. (2014). Oxford Rooftops 3 (Workbook). Oxford: Oxford University Press.

PHILLIPS, S. y SHIPTON, P. (2015). Great Explorers 6 (Student Book). Oxford: Oxford University Press.

PHILP, J., OLIVER, R. y MACKEY, A. (2008). Second Language Acquisition and the Younger Learner: Child’s Play? Amsterdam: John Benjamins. DOI: https://doi.org/10.1075/lllt.23

READ, C. (2007). 500 Activities for the Primary Classroom. Oxford: Macmillan. DOI: https://doi.org/10.1093/elt/ccn032

READ, C. (2009). Footprints 3 (Student Book). London: Macmillan.

READ, C. (2009). Footprints 3 (Workbook). London: Macmillan.

READ, C. (2009). Footprints 4 (Student Book). London: Macmillan.

READ, C. (2009). Footprints 4 (Workbook). London: Macmillan.

READ, C., y ORMEROD, M. (2013). Team Tiger 4 (Workbook). London: Macmillan.

REBUSCHAT, P. (2015). Implicit and Explicit Learning of Languages. Amsterdam: John Benjamins. DOI: https://doi.org/10.1075/sibil.48

REILLY, V. (2013). Big Surprise 5 (Student Book). Oxford: Oxford University Press.

SÁNCHEZ, A. (2009). La enseñanza de idiomas en los últimos cien años. Madrid: SGEL.

SCOTT, W. y YTREBERG, L. (1990). Teaching English to Children. London y Nueva York: Longman.

SHAW, D. y ORMEROD, M. (2007). Find Out 2 (Workbook). London: Macmillan.

SHAW, D. y RAMSDEN, J. (2014). High Five! 1 (Workbook). London: Macmillan.

VAN DEN BRANDEN, K. (2008). “Negotiation of meaning in the classroom. Does it enhance reading comprehension?” en Second Language Acquisition and the Younger Learner. Child's Play? (Eds. Jenefer Philp, Rhonda Oliver y Alison Mackey). Amsterdam: John Benjamins, 149-169. DOI: https://doi.org/10.1075/lllt.23.10van

WHITE, J. (2008). “Speeding up acquisition of his and her: Explicit L1/L2 contrasts help” en Second Language Acquisition and the Younger Learner. Child's Play? (Eds. Jenefer Philp, Rhonda Oliver y Alison Mackey). Amsterdam: John Benjamins, 193-228. DOI: https://doi.org/10.1075/lllt.23.13whi

WORRALL, A. (2004). English Adventure 3 (Student Book). Harlow: Pearson Longman.

WORRALL, A. (2004). English Adventure 3 (Workbook). Harlow: Pearson Longman.

WRIGHT, L. (2008). “Home-school connections for international adoptees: repetition in parent-child interaction” en Second Language Acquisition and the Younger Learner. Child's Play? (Eds. Jenefer Philp, Rhonda Oliver y Alison Mackey). Amsterdam: John Benjamins, 279-301. DOI: https://doi.org/10.1075/lllt.23.17fog

ZANATTA, T. (2007). Mega Zoom 3 (Student Book). London: Richmond Publishing.