RT info:eu-repo/semantics/masterThesis
T1 An Analysis of Collocations in the Outcomes Series: The Question of Paul Nation's (1996) Four Strands Theory
A1 García Pereda, Aarón
A2 Máster Univ. en Formación del Profes. en E.S.O.Bachillerato, F.P. y E.Ii.
AB Can collocations be considered a pivotal element in English courses? Does the educative community around teaching English as L2 know about the importance of collocations for Secondary Students? Are collocations practised in coursebooks? How can we make collocation learning an efficient process working all skills? This dissertation set out to try to answer these questions by carrying out a coursebook analysis. The data gathered in thisstudy comes from three coursebooks from theOutcomes Series, published by Hugh Dellar and Andrew Walkley in 2010. The main objective was to discover how collocations were practised in the three books chosen from the coursebooks series, which also implied to find out the way collocations were practised, meaning, type of exercises, type of collocations and unit’s sections in which collocations were presented. At the same time, this paper set out to carry a revision of Paul Nation’s (1996) Four Strands Theory, to determine whether Nation’s theory could be applied to the designing process of coursebooks. What this dissertation found is that it is possible to use such a theory in coursebook’s designs, as well as that collocations are an oftendisregarded concept in vocabulary syllabus. Further research on the matter of collocations is needed to identify exact ways in which learning collocations can help students, and where collocations stand in real English courses and curriculums.
YR 2021
FD 2021
LK http://riull.ull.es/xmlui/handle/915/23235
UL http://riull.ull.es/xmlui/handle/915/23235
LA en
DS Repositorio institucional de la Universidad de La Laguna
RD 23-may-2024