An Attempt to Elaborate a Construct to Measure the Degree of Explicitness and Implicitness in ELT MaterialsReport as inadecuate




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International Journal of English Studies, v10 n1 p103-129 2010

The concepts of explicit and implicit (knowledge) are at the core of SLA studies. We take explicit as conscious and declarative (knowledge); implicit as unconscious, automatic and procedural (knowledge) (DeKeyser, 2003; R. Ellis, 2005a, 2005b, 2009; Hulstjin, 2005; Robinson, 1996; Schmidt, 1990, 1994). The importance of those concepts and components, we believe, must also be acknowledged in language teaching, and consequently in language teaching materials. However, explicitness and implicitness are rather complex constructs; such complexity allows for multiple nuances and perspectives in their analysis, and this fact poses a real challenge for their identification in the learning and teaching process and materials. We focus here on ELT materials and aim at the building of a reliable construct which may help in the identification of their potential for promoting implicit and explicit components. We first determined the features to identify the construct for implicitness and explicitness; next, we validated it and then we applied it to the analysis of the activities included in three sample units of three textbooks. The results were computed along a continuum ranging from 0 to 10 in each activity. The systematization and computation of results will hopefully offer a reliable figure regarding the identification of the degree of explicitness and/or implicitness in the materials analysed. (Contains 1 figure, 3 tables, 5 graphs and 2 notes.)

Descriptors: Textbooks, Disabilities, Identification, English Instruction, Teaching Methods, Elementary Education, Data Analysis, English Teachers

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[at]um.es; Web site: http://www.um.es/ijes





Author: Criado Sanchez, Raquel; Perez, Aquilino Sanchez; Gomez, Pascual Cantos

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2271&id=EJ912882







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