Selective strategy use depending on oral skill: An analysis of EFL course books using categorical modelization

Authors

Gloria Luque AgullóSalto de línea Universidad de Jaén, Facultad de Humanidades y Ciencias de la Educación, Departamento de Filología Inglesa

Mª Camino Bueno-AlastueySalto de línea Universidad Pública de Navarra, Facultad de Ciencias Humanas y Sociales, Departamento Filología y Didáctica de la Lengua

Manuel Miguel Ramos ÁlvarezSalto de línea Universidad de Jaén

DOI

10.4438/1988-592X-RE-2016-374-324

Abstract

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.

Keywords

Strategy, explicit versus implicit teaching, skill, textbook analysis, last year Secondary Education, modelization analysis.