A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second Language in Chile

The Ministry of Education (MINEDUC) bases the instruction of English in Chile in the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFRL), however its guidelines have not been systematically considered in the practice of creating instructional material in the...

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Main Author:	Arellano A., Rodrigo
Format:	Online
Language:	spa
Published:	Universidad de Costa Rica 2018
Online Access:	https://revistas.ucr.ac.cr/index.php/aie/article/view/31807

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spelling	AIE318072023-06-07T20:10:27Z A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second Language in Chile Arellano A., Rodrigo teaching guides CEFRL teachers students manuales de enseñanza MCER docente estudiante The Ministry of Education (MINEDUC) bases the instruction of English in Chile in the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFRL), however its guidelines have not been systematically considered in the practice of creating instructional material in the EFL context of this country. To analyze this issue, this article presents the comparison of the vocabulary about Teaching English to Speakers of Other Languages (TESOL) used in the CEFRL and the English textbooks used in Chile regarding the categories of curriculum design, language teaching methodology and language assessment. The methodology was mixed, not experimental, cross-sectional and descriptive, including the analysis of the CEFRL document and the 8 English textbooks used in Chile in the public sector. Firstly, the data was compared quantitatively using the software Nvivo9 and later some key words (learners / students - teachers) were analyzed quantitatively in terms of frequency and qualitatively using collocations. Results suggest that similar vocabulary is used in both, the CEFRL and Chilean textbooks in terms of “language teaching methodology” (36% and 33% respectively), but it varies highly in the category of “curriculum design” (22% and 48% respectively) and mostly in “language assessment” (42% and 19% respectively) while showing different frequencies in the key words and their associated verbs between “students” (1,33%) and “teacher” (0,18%). These results show a constructivist approach in both, but with a minor behaviorist aspect especially in textbooks, indicating relevant differences in the emphasis and coherence between different areas of the instruction. Universidad de Costa Rica 2018-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article investigación mixta application/pdf text/html https://revistas.ucr.ac.cr/index.php/aie/article/view/31807 10.15517/aie.v18i1.31807 Actualidades Investigativas en Educación; Vol. 18 No. 1: (Enero - Abril) Actualidades Investigativas en Educación; Vol. 18 Núm. 1: (Enero - Abril) Actualidades Investigativas en Educación; v. 18 n. 1: (Enero - Abril) 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/31807/31495 https://revistas.ucr.ac.cr/index.php/aie/article/view/31807/37482 Derechos de autor 2017 Actualidades Investigativas en Educación
institution	Universidad de Costa Rica
collection	Actualidades Investigativas en Educación
language	spa
format	Online
author	Arellano A., Rodrigo
spellingShingle	Arellano A., Rodrigo A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second Language in Chile
author_facet	Arellano A., Rodrigo
author_sort	Arellano A., Rodrigo
description	The Ministry of Education (MINEDUC) bases the instruction of English in Chile in the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFRL), however its guidelines have not been systematically considered in the practice of creating instructional material in the EFL context of this country. To analyze this issue, this article presents the comparison of the vocabulary about Teaching English to Speakers of Other Languages (TESOL) used in the CEFRL and the English textbooks used in Chile regarding the categories of curriculum design, language teaching methodology and language assessment. The methodology was mixed, not experimental, cross-sectional and descriptive, including the analysis of the CEFRL document and the 8 English textbooks used in Chile in the public sector. Firstly, the data was compared quantitatively using the software Nvivo9 and later some key words (learners / students - teachers) were analyzed quantitatively in terms of frequency and qualitatively using collocations. Results suggest that similar vocabulary is used in both, the CEFRL and Chilean textbooks in terms of “language teaching methodology” (36% and 33% respectively), but it varies highly in the category of “curriculum design” (22% and 48% respectively) and mostly in “language assessment” (42% and 19% respectively) while showing different frequencies in the key words and their associated verbs between “students” (1,33%) and “teacher” (0,18%). These results show a constructivist approach in both, but with a minor behaviorist aspect especially in textbooks, indicating relevant differences in the emphasis and coherence between different areas of the instruction.
title	A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second Language in Chile
title_short	A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second Language in Chile
title_full	A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second Language in Chile
title_fullStr	A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second Language in Chile
title_full_unstemmed	A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second Language in Chile
title_sort	corpus linguistics application in the analysis of textbooks as national teaching instruments of english as a second language in chile
publisher	Universidad de Costa Rica
publishDate	2018
url	https://revistas.ucr.ac.cr/index.php/aie/article/view/31807
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_version_	1806842366519148544

A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second Language in Chile

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