Browsing by Subject "FLT"

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    Activity sequencing in foreign language teaching textbooks: a cognitive and communicative processes-based perspective.
    (LAP (Lambert Academic Publishing), 2010) Criado, Raquel; Filología Inglesa
    This book is about activity sequencing in Foreign Language Teaching. lt is divided into two parts. Part I includes the operationalisation of the construct of activity sequencing, definition and analysis of the P-P-P (“Presentation-Practice-Production model of activity sequencing”), application of cognitive psychology to teaching sequencing and a critical review of the CPM (“Communicative Processes-based model of activity sequencing”) and other contemporary sequencing models from pedagogic and cognitive perspectives. Part II describes the quasi-experimental study implemented to determine the influence on learning of the CPM in contrast to the P-P-P. Key findings confirm the importance of activity sequencing in TEFL and draw our attention to the fact that, in order to be effective, activity sequencing should go hand in hand with the sequence(s) of cognitive processes. This book will be valuable to researchers in foreign language teaching methodology and graduate students in applied linguistics, particularly for those who believe in the need of developing empirical studies in real-life classrooms and of applying Cognitive Psychology to foreign language teaching research.
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    The 'Interface Issue' in SLA: Is there a reflection in ELT materials? Rationale for a proposal.
    (Ediciones de la Universidad de Salamanca, 2012) Sánchez Pérez, Aquilino; Criado, Raquel; Filología Inglesa
    Since Krashen (1981, 1982) raised the question of 'learning' vs. 'acquisition', an increasingly hot debate has gained momentum in SLA. Such a debate is referred to in the literature as the 'interface issue'. Briefly, the interface issue is centered on the role that the explicit and implicit components may play in knowledge acquisition and on whether there is any kind of interaction between them. This issue has been traditionally analysed from the point of view of SLA, but it could also be viewed from the perspective of FLT: do FLT materials also assume the interface position – consciously or not– and are they built on the assumption that explicit and implicit knowledge really interact with each other? In order to answer this question a construct should be designed to discover the potential of teaching activities to promote explicit or implicit teaching, or both. The elaboration of such a construct should be based on a previous definition and identification of the operational features of explicit and implicit knowledge as applied to FLT materials. Our stand is that such a construct is feasible. We offer here the outline of a proposal based on the rationale presented along the paper. ------------------------------------