Browsing by Subject "Materiales para la enseñanza de lenguas extranjeras"

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    Cognitive processes and the P-P-P (Presentation-Practice-Production model) in contemporary ELT materials.
    (Servicio de Publicaciones de la Universidad de Vigo, 2010) Criado, Raquel; Sánchez Pérez, Aquilino; Filología Inglesa
    This paper focuses on the two kinds of knowledge humans may attain (specifically, linguistic knowledge), the cognitive processes as described in psycholinguistics and neurolinguistics leading to knowledge attainment and their correspondence to the PPP (Presentation-Practice-Production model of activity sequencing). Even though method in general and specific pedagogical actions imply the development of a specific type of knowledge (declarative or procedural), and a specific activity sequencing in teaching materials and procedures, the application of cognitive studies to language teaching has not been granted much relevance throughout the history of foreign pedagogy. The analysis of a case-study is undertaken in which a sample lesson from a well-known contemporary textbook is examined with the following aims in mind: (i) to ascertain up to what point its activities favour the attainment of declarative or procedural knowledge, and (ii) to detect whether the activity sequencing agrees or not with the PPP and thus with DEC->PRO cognitive sequencing. The analysis is performed on the activities of the units, since they constitute the operative pedagogical units both in textbooks and in the classroom.------------------------------------
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    Data-driven analysis on the weight of the explicit and implicit construct in ELT textbooks.
    (Universidad de A Coruña, Servicio de Publicaciones, 2010) Criado, Raquel; Sánchez Pérez, Aquilino; Filología Inglesa
    It is generally accepted that there is a close relationship between explicit and declarative knowledge, and between implicit and procedural knowledge. Explicit is also associated with learning in which consciousness is engaged, while implicit is associated with acquisition, which takes place without a conscious control of the process. Research in explicit and implicit knowledge should have a counterpart in real language teaching and in the classroom, if research is to be the trigger of innovation and open new frontiers in ELT. The promotion of explicit or implicit knowledge (learning or acquisition of language) is necessarily present in the teaching materials and/or in the classroom action. As regards teaching materials, the minimal teaching unit par excellence, the exercise or activity, should reveal the nature of the type of knowledge aimed at. In this study a corpus with the activities of an ELT textbook was compiled. This was then analysed and systematised from the perspective of its explicit and implicit potential. The results show whether the textbook complies or not (and how much) with the requirements leading to explicit or implicit learning. --------------------------------