Abstract:
This study presents a language textbook analysis informed by generative second language acquisition (GenSLA), an area of investigation that has been rarely explored. In consequence, it proposes an original methodology. It also intends to contribute to bridging the gap between GenSLA and second language teaching. For those purposes, it tackles the research question: To what extent are secondlanguage textbook contents informed by GenSLA theory and research findings? The two research objectives are (1) to analyse how polarity item any is explicitly instructed in the language textbook series proposed by the Ministry of Education in Colombia for public secondary schools and (2) to analyse how polarity item any is incidentally instructed in the textbook series in terms of primary linguistic data (PLD). In terms of methodology, the study proposes two analyses for each research objective. First, to analyse explicit instruction (explanations, grammar activities, and teacher’s guidance). Second to analyse every instance of polarity item any provided by the textbooks through written and aural input. The main results show that the whole linguistic distribution of any is partially covered by explicit and incidental instruction. A cautious explanation is the emphasis of textbooks on meaning and interaction over form or metalinguistic knowledge. These results also demonstrate the need for instruction of any in veridical linguistic contexts licensed by negative implicature.
Citación recomendada (normas APA)
"La Organización - N. 820", -:-, 1912. Consultado en línea en la Biblioteca Digital de Bogotá (https://www.bibliotecadigitaldebogota.gov.co/resources/3686063/), el día 2025-10-07.
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