The impact of activity sequencing on the differences between ELT methods: a critical analysis of sample units.

• Autores: Raquel Criado
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 14, 2010, págs. 7-28
• Idioma: inglés
• DOI: 10.30827/digibug.31941
• Enlaces
  • Texto completo (pdf)
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Una de las variables que han sido preteridas con frecuencia por casi todos los métodos para la enseñanza del inglés como lengua extranjera es la secuenciación de actividades. Sin embargo, la secuenciación de actividades no es una variable secundaria, ya que debería estar estrechamente relacionada con los procesos cognitivos que rigen la adquisición de conocimientos; por tanto, afecta en gran medida a la organización de los materiales docentes. El objetivo de este trabajo es analizar la secuenciación de las actividades en tres manuales diferentes representativos de tres importantes métodos en la enseñanza del inglés como lengua extranjera: el Método Directo, el Método Audiolingual y el Método Comunicativo. El análisis se realizará desde dos perspectivas:

    pedagógica y cognitiva. Los resultados ilustrarán las semejanzas o diferencias en cada método y manual; además, mostrarán que la variable de la secuenciación de actividades es crucial para determinar tales semejanzas y diferencias. Dado que en este caso dicha variable es similar en los tres manuales, se puede asumir que las diferencias metodológicas tal vez sean menos importantes de lo que se suele considerar.

  • English

    One of the methodological variables frequently forgotten by most ELT methods is activity sequencing. However, this is not a secondary variable and it should be intrinsically related to the cognitive built-in process governing knowledge acquisition.

    Consequently, activity sequencing fully affects the pedagogically based organisation of the teaching materials and the cognitive processes of language acquisition. The aim of this paper is to perform an analysis of the activity sequencing in three different textbooks representative of three main methods in the history of ELT: the Direct Method, the Audiolingual Method and the Communicative Method. The analysis will be undertaken from pedagogical and cognitive perspectives. The results will illustrate a) the degree of agreement or non-agreement detected in each method and textbook; b) that the activity sequencing variable is crucial to determine the nature of such differences or similarities.

    Since the activity sequencing is similar across the three textbooks, it could be assumed that methodological differences may be of less consequence than usually considered.

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