Uso selectivo de estrategias según la destreza oralun análisis de libros de texto de enseñanza del inglés usando la modelización categórica

  1. Gloria Luque Angulló 1
  2. Mª Camino Bueno-Alastuey 2
  3. Manuel Miguel Ramos Álvarez 1
  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

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2016

Número: 374

Páginas: 10-42

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2016-374-324 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Objetivos de desarrollo sostenible

Resumen

As recent research has shown that teaching second language (L2) learning strategies explicitly contributes to an increase in strategy use and in oral proficiency, this study explores the type of oral skill strategic instruction employed in some of the most common textbooks used in the last year of Higher Secondary Education in Spain. The study considered strategy instruction and if the type of oral skill, listening or speaking, affected strategy choice. Three variables and their association were considered using a statistical modelization perspective. Results showed that strategies were selected according to type of skill, that the type of strategies selected for explicit instruction and implicit use did not differ significantly, and that strategies are contemplated mainly implicitly in textbooks within the units, and so explicit instruction of strategies is not sufficiently promoted in textbooks.

Información de financiación

Proyecto de investigación FFI2021-22442 “Orientación, propuestas y enseñanza para la sección de inglés en la prueba de acceso a la universidad”, financiado por el Ministerio de Educación, Cultura y Deporte de España.

Financiadores

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