A second language acquisition approach to the analysis of Spanish composition textbooks
Abstract
Because of the influence of the behaviorist theory of learning, SLA and FL learning theories have not given proper emphasis to writing as an essential aspect of the SLA process; rather, they have seen writing as a service activity. Therefore, L2/FL writing and acquisition theories need to establish a point of unity between SLA theory and L2 writing. This research consists of a qualitative study which is also descriptive in nature. Three beginning/intermediate Spanish as an L2 composition textbooks are analyzed according to four main components of SLA and L2 writing theories. These are: Composing processes; writing approaches; learning strategies and linguistic features. These are evaluated by two different scales in terms of their level of presence (high; moderate-high; moderate; moderate-low; and low) and whether or not these are explicitly or implicitly stated in the textbooks. Additionally, each of the three composition texts under analysis were evaluated according to answers to the following research questions: (a) How are the major components of L2 writing and SLA theories presented and dealt with in these three Spanish composition textbooks? (b) How are the learning strategies applied to the writing tasks in these same composition textbooks? (c) Are these texts in accordance with what the most current theories of L2 writing and SLA approaches postulate about the writing process and L2/FL acquisition processes? The findings indicate that the major components of L2 and SLA theories are included in the selected textbooks. There is a unified concern for developing the composing processes and learning strategies. Linguistic aspects, however, are less considered. Next, the learning strategies are better applied if these are explicitly stated. A wider range of learning strategies seems to be an advantage for the FL writer, but it does not make a textbook become better or worse for FL writing instruction. Finally, these textbooks follow what most current theories of L2 Writing and SLA postulate about the writing process and L2/FL acquisition processes. This study concludes by discussing its implications and perspectives for future research as well as its effect on FL writing instruction.
Degree
Ph.D.
Advisors
Hammond, Purdue University.
Subject Area
Linguistics|Language|Language arts
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