Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books

Authors

  • Mª Camino Bueno-Alastuey Public University of Navarre
  • Gloria Luque Agulló Universidad de Jaén
DOI: https://doi.org/10.6018/ijes/2015/2/218581
Keywords: strategy, explicit versus implicit teaching, oral skill, textbook analysis, last year Secondary Education

Supporting Agencies

  • Spanish Ministry of Education

Abstract

Research has shown that teaching second language (L2) learning strategies explicitly promotes an increase in strategy use and in oral proficiency. Consequently, a checklist based on the six types of strategies from Oxford’s taxonomy (1990) was created to analyze strategic instruction in the most common textbooks used in the last year of Higher Secondary Education in Spain. The study considered whether there was explicit strategy instruction and its location (within the units [Internal] or in other sections [External]) in course books, and what specific strategies were explicitly taught for the two oral skills, listening and speaking. Results showed, first, that there was explicit internal and external instruction of L2 learning strategies both for listening and speaking, but not in all the books; second, that there was significantly more implicit use than explicit instruction, and less explicit instruction in the units of the textbooks than in specific extra sections in the textbook or in support material; and finally, that internal explicit instruction of strategies remains very limited; and thus, L2 learning strategy instruction, competence and use may not be sufficiently encouraged in those textbooks.

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Author Biography

Mª Camino Bueno-Alastuey, Public University of Navarre

M.C. Bueno-Alastuey, PhD, is a lecturer at the Public University of Navarre where she teaches English teaching methodology courses related to ICT for learning and teaching foreign languages to Education degree and Master students and English for Specific Purposes. Her research focuses on CALL, and factors affecting SLA. She has published nationally and internationally on these topics.
Published
18-12-2015
How to Cite
Bueno-Alastuey, M. C., & Luque Agulló, G. (2015). Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books. International Journal of English Studies, 15(2), 17–39. https://doi.org/10.6018/ijes/2015/2/218581
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Section
Articles