Towards the Validation of a Scale for Measuring the Load of Form Focus and Meaning Focus of Textbook Activities in Foreign Language Teaching
Abstract
Abstract
Foreign Language Teaching is targeted at the attainment of implicit language knowledge by means of form-focused and meaning-focused instruction (FFI and MFI). This study is aimed at devising and validating a scale with psychometric techniques that measures the degree of FFI and MFI of textbook activities. Specifically, the objectives of this article are twofold. The first objective is to study the concurrent criterion validity of the application of the scale by 5 applied linguists and 5 English as a Foreign Language (EFL) secondary-school teachers on 15 randomly-selected authentic EFL textbooks. The external criterion is the holistic assessment of the FFI and MFI loads of these activities on a continuum from 0 to 10. The second objective is to study the inter-rater reliability scores of both types of assessments (holistic and scale-based). Results show very satisfactory concurrent criterion validity and inter-rater reliability. Future lines of research are suggested.
Keywords: form-focused instruction; meaning-focused instruction; textbook activities; scale; concurrent criterion validity
Resumen
El objetivo último de la Enseñanza de Segundas Lenguas consiste en alcanzar el conocimiento implícito de la lengua a través de la enseñanza centrada en la forma (ECF) y en el significado (ECS). El presente estudio está destinado a diseñar y validar una escala mediante técnicas psicométricas que mida el grado de ECF y ECS de las actividades de libros de texto. Este artículo tiene dos objetivos específicos. El primero persigue estudiar la validez de criterio concurrente derivada de la aplicación de la escala por parte de 5 lingüistas aplicados y 5 profesores de Educación Secundaria de Inglés como Lengua Extranjera (ILE) a 15 actividades auténticas de libros de texto de ILE aleatoriamente seleccionadas. El criterio externo es la evaluación holística de los pesos de ECF y ECS de dichas actividades en un continuo de 0 a 10. El segundo objetivo pretende estudiar la fiabilidad interjueces de las puntuaciones de ambos tipos de evaluaciones (holísticas y basadas en la escala). Los resultados revelan que existe una validez de criterio concurrente y una fiabilidad inter-jueces muy satisfactorias. Finalmente, se proponen futuras líneas de investigación.
Palabras clave: enseñanza centrada en la forma; enseñanza centrada en el significado; actividades de libros de texto; escala; validez de criterio concurrente
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List of the EFL textbooks from which the sample of activities was extracted:
Cunningham, S. & Moor, P. (2013). Cutting Edge Intermediate. Third Edition. Student’s Book. Harlow: Pearson Longman.
Cunningham, S. & Moor, P. (2013). Cutting Edge Upper-Intermediate. Third Edition. Student’s Book. Harlow: Pearson Longman.
Cunningham, G., Bell, J. with Redston, C. (2009). Face2Face Advanced. Student’s Book. Cambridge: Cambridge University Press.
Eales, F. & Oakes, S. (2011). Speak Out Elementary. Student’s Book. Harlow: Pearson Longman.
Oxenden, C. & Latham-Koenig, C. (2004). New English File Elementary. Student’s Book. Oxford: Oxford University Press.
Oxenden, C. & Latham-Koenig, C. (2008). New English File Upper Intermediate. Student’s Book. Oxford: Oxford University Press.
Oxenden, C. & Latham-Koenig, C. (2010). New English File Advanced. Student’s Book. Oxford: Oxford University Press.
Redston, C., & Cunningham, G. (2005). Face2Face Elementary. Student’s Book. Cambridge: Cambridge University Press.
Redston, C. & Cunningham, G. (2006). Face2Face Intermediate. Student’s Book. Cambridge: Cambridge University Press.
Redston, C. & Cunningham, G. (2007). Face2Face Upper Intermediate. Student’s Book. Cambridge: Cambridge University Press.
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