Analysis of Oral Skills Development in the Most Used English Language Textbooks in the Second year of Baccalaureate in Spain

• Gloria Luque Agulló ^[1] ; M.ª Camino Bueno-Alastuey ^[2]
  1. [1] Universidad de Jaén

     Universidad de Jaén

     Jaén, España

     
  2. [2] Universidad Pública de Navarra

     Universidad Pública de Navarra

     Pamplona, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 27, 2017, págs. 107-121
• Idioma: inglés
• DOI: 10.30827/digibug.53964
• Títulos paralelos:
  • Análisis del desarrollo de las destrezas orales en los libros de texto mas utilizados en elsegundo curso de Bachillerato en España
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2 (pdf) 
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este trabajo examina cómo se implementa la competencia oral en los libros de texto más usados en el último año de Bachillerato en España. Usando una herramienta validada en un estudio anterior (Bueno-Alastuey and Luque Agulló, 2015a), se analizaron cinco libros de texto. Los resultados muestran la misma proporción de tareas dedicadas al desarrollo de destrezas orales y escritas, un nivel B1 según el Marco de Referencia Europeo (CEFR), y un acercamiento metodológico enmarcado en las corrientes pedagógicas actuales.

    Estos resultados sugieren que los libros de texto siguen las directrices europeas en cuanto al desarrollo de las destrezas orales, ignorando el énfasis en los aspectos escritos del examen de acceso a la Universidad.

  • English

    This paper examines oral/aural competence in the most commonly used coursebooks in the second year of Baccalaureate in Spain. Using a checklist created and validated in a former pilot analysis (Bueno-Alastuey and Luque Agulló, 2015a), five textbooks were analysed. Results showed that the proportion of tasks1 devoted to oral/aural and written skills was similar, that the level introduced was B1 according to the Common European Framework for Languages (CEFR), and that the methodological approach used was consistent with current pedagogical schemes. This suggests that Spanish coursebooks are following the CEFR requirements on oral/aural aspects, overlooking the written focus of the University Entrance exam

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