Browsing by Subject "ELT materials"

Now showing 1 - 3 of 3
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    An attempt to elaborate a construct to measure the degree of explicitness and implicitness in ELT materials
    (Murcia, Universidad de Murcia, Servicio de Publicaciones, 2010) Criado, Raquel; Sánchez Pérez, Aquilino; Cantos Gómez, Pascual
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    Lexical frequency, textbooks and learning from a cognitive perspective. A corpus-based sample analysis of ELT materials.
    (Asociación Española de Lingüística Aplicada (AESLA), 2012) Criado, Raquel; Sánchez Pérez, Aquilino; Filología Inglesa
    There is not full agreement among authors regarding the role of repetition in the learning process, but its positive effects have been emphasized in Cognitive Psychology, Psycholinguistics and SLA. We assume here that repetition is a key factor in language teaching/learning and focus our attention on the lexical component. We analyze the lexis in two well-known ELT textbooks in order to verify up to what point opportunities for lexical repetition are offered. Methodologically, 1) all the vocabulary was examined using Nation’s RANGE software to identify its distribution throughout the first three first ranges defined by Nation and to compute the standardised type/token ratio in both textbooks; 2) the repetitive practice vocabulary activities were identified and quantified. Results show that the two course books are similar in the amount of words included and their distribution throughout the ranges studied, but they differ in some other fields, such as the standardised type/token ratio and the emphasis on repetitive practice. Pedagogical and research implications are discussed.---------------
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    The “Communicative Processes-Based Model of Activity Sequencing” (CPM): A cognitively and pedagogically sound alternative to the P-P-P sequencing model in ELT.
    (Universidad de Almería, 2009-09) Criado, Raquel; Filología Inglesa
    With the advent of the Communicative Language Teaching Method, the traditional ‘Presentation-Practice-Production model of activity sequencing’ (P-P-P) from Structural Methods became the target of severe criticisms. The P-P-P should not be categorically rejected, since it actually conforms to one of the most infl uential models of skill acquisition in contemporary cognitive psychology: ACT-R (Anderson et al. 2004). Nevertheless, it is necessary to acknowledge the need for an activity sequencing model which respects cognitive learning principles and is explicitly inspired by real communicative processes. In this way, students’ language learning experience can be linked to the world outside the classroom. The ‘Communicative Processes-based model of activity sequencing’ (CPM) is described as a cognitively and pedagogically sound alternative to the P-P-P through the adaptation of a lesson from a well-known 21st century ELT textbook. --------------------------------------------------