The Discourse Curriculum in Spanish as a Foreign Language Textbooks: a Contents Analysis of four Series of Levels B1 and B2
Abstract
This paper's main aim is to explore whether the communicative syllabi of a representative sample of current Spanish as a foreign language materials contribute effectively to the development of the learners' discourse competence. In order to fulfil this goal, 116 units from four series of manuals recently published in Spain of levels B1 and B2 according to the CEFR were analysed on the basis of an ad hoc questionnaire validated by experts. The results reveal that materials’ designers conceive grammatical cohesion and reported speech as the main mechanisms for text construction, while paying minimal or no attention to other resources like lexical cohesion, coherence or informative and argumentative text types.
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