Analysis of Oral Skills Development in the Most Used English Language Textbooks in the Second year of Baccalaureate in Spain

  1. Gloria Luque Agulló 1
  2. M.ª Camino Bueno-Alastuey 2
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  2. 2 Universidad Pública de Navarra
    info

    Universidad Pública de Navarra

    Pamplona, España

    ROR https://ror.org/02z0cah89

Journal:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Year of publication: 2017

Issue: 27

Pages: 107-121

Type: Article

DOI: 10.30827/DIGIBUG.53964 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Abstract

This paper examines oral/aural competence in the most commonly used coursebooks in the second year of Baccalaureate in Spain. Using a checklist created and validated in a former pilot analysis (Bueno-Alastuey and Luque Agulló, 2015a), five textbooks were analysed. Results showed that the proportion of tasks1 devoted to oral/aural and written skills was similar, that the level introduced was B1 according to the Common European Framework for Languages (CEFR), and that the methodological approach used was consistent with current pedagogical schemes. This suggests that Spanish coursebooks are following the CEFR requirements on oral/aural aspects, overlooking the written focus of the University Entrance exam

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Data source: Dialnet