Explicit Instruction and Implicit Use of L2 Learning Strategies in Higher Secondary EFL Course Books

Autor/inn/en	Bueno-Alastuey, M. Camino; Agulló, Gloria Luque
Titel	Explicit Instruction and Implicit Use of L2 Learning Strategies in Higher Secondary EFL Course Books
Quelle	In: International Journal of English Studies, 15 (2015) 2, S.17-39 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1578-7044
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; Learning Strategies; Taxonomy; Foreign Countries; Check Lists; Oral Language; Language Proficiency; Textbooks; Higher Education; Listening Comprehension; Content Analysis; Units of Study; Memory; Metacognition; Affective Behavior; Spain + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Taxonomie; Ausland; Checkliste; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Textbook; Text book; Schulbuch; Lehrbuch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hörverständnis; Inhaltsanalyse; Lerneinheit; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Affective disturbance; Active behaviour; Affektive Störung; Spanien
Abstract	Research has shown that teaching second language (L2) learning strategies explicitly promotes an increase in strategy use and in oral proficiency. Consequently, a checklist based on the six types of strategies from Oxford's taxonomy (1990) was created to analyze strategic instruction in the most common textbooks used in the last year of Higher Secondary Education in Spain. The study considered whether there was explicit strategy instruction and its location (within the units [Internal] or in other sections [External]) in course books, and what specific strategies were explicitly taught for the two oral skills, listening and speaking. Results showed, first, that there was explicit internal and external instruction of L2 learning strategies both for listening and speaking, but not in all the books; second, that there was significantly more implicit use than explicit instruction, and less explicit instruction in the units of the textbooks than in specific extra sections in the textbook or in support material; and finally, that internal explicit instruction of strategies remains very limited; and thus, L2 learning strategy instruction, competence and use may not be sufficiently encouraged in those textbooks. (As Provided).
Anmerkungen	University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones@um.es; Web site: http://www.um.es/ijes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01