Fostering communicative competence through reading: An analysis of a current EFL textbook
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Metadatos
Título
Fostering communicative competence through reading: An analysis of a current EFL textbookAutoría
Tutor/Supervisor
Usó Juan, EstherTutor/Supervisor; Universidad.Departamento
Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2015-06-22Editor
Universitat Jaume IResumen
Reading is one of the most challenging skills and it is also a crucial factor for the attainment
of communicative competence (Hymes 1971). For readers to achieve success in this task, they
must be able to comprehend ... [+]
Reading is one of the most challenging skills and it is also a crucial factor for the attainment
of communicative competence (Hymes 1971). For readers to achieve success in this task, they
must be able to comprehend what they read, that is, reading comprehension is the expected
and desirable outcome of reading. For this to be done, and since reading is a process, a series
of steps need to be followed to eventually achieve reading comprehension. In this regard,
some researchers emphasise the importance of a series of aspects in the reading process. For
example, Usó-Juan (2007), states that effective reading comprehension should address the
following five areas: i) automaticity development, ii) vocabulary development, iii)
background knowledge development, iv) development of strategic readers, and v) extensive
reading development. The way reading was viewed has changed a great deal since the past
decades (Usó-Juan & Martínez-Flor 2006). Accordingly, reading material has been improved.
However, we do not know to what extent EFL (English Foreign Language) readers are
provided with textbooks which really help them in the difficult task of comprehending what
they read. Little attention has been paid to reading material used in the EFL classroom. For
this reason, the aim of this study is to analyse an EFL textbook currently used in secondary
schools in Castellón de la Plana to determine whether it follows a communicative perspective
for the development of reading comprehension. Specifically, this study checks if the five
above-mentioned areas are addressed in the textbook, and also if they are organised in pre-,
while-, and post-reading activities (Aebersold & Lee Field 1997). Results are discussed and
pedagogical implications are suggested. [-]
Palabras clave / Materias
Descripción
Treball Final de Grau en Estudis Anglesos.Codi: EA0938. Curs: 2014-2015
Tipo de documento
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Aparece en las colecciones
- Grau en Estudis Anglesos [351]