%0 Journal Article
%T An attempt to elaborate a construct to measure the degree of explicitness and implicitness in ELT materials
%A Raquel Criado S¨¢nchez
%A Aquilino S¨¢nchez P¨¦rez
%A Pascual Cantos G¨®mez
%J International Journal of English Studies (IJES)
%D 2010
%I Universidad de Murcia
%R 10.6018/ijes.10.1.114001
%X The concepts of explicit and implicit (knowledge) are at the core of SLA studies. We take explicit as conscious and declarative (knowledge); implicit as unconscious, automatic and procedural (knowledge) (DeKeyser, 2003; R. Ellis, 2005a, 2005b, 2009; Hulstjin, 2005; Robinson, 1996; Schmidt, 1990, 1994). The importance of those concepts and components, we believe, must also be acknowledged in language teaching, and consequently in language teaching materials. However, explicitness and implicitness are rather complex constructs; such complexity allows for multiple nuances and perspectives in their analysis, and this fact poses a real challenge for their identification in the learning and teaching process and materials. We focus here on ELT materials and aim at the building of a reliable construct which may help in the identification of their potential for promoting implicit and explicit components. We first determined the features to identify the construct for implicitness and explicitness; next, we validated it and then we applied it to the analysis of the activities included in three sample units of three textbooks. The results were computed along a continuum ranging from 0 to 10 in each activity. The systematization and computation of results will hopefully offer a reliable figure regarding the identification of the degree of explicitness and/or implicitness in the materials analysed. Los conceptos de (conocimiento) expl¨ªcito e impl¨ªcito constituyen uno de los puntos centrales en los estudios sobre la adquisici¨®n de lenguas extranjeras. Por expl¨ªcito se entiende (conocimiento) consciente o declarativo; por impl¨ªcito, (conocimiento) no consciente, autom¨¢tico y procedimentalizado (DeKeyser, 2003; R. Ellis, 2005a, 2005b, 2009; Hulstjin, 2005; Robinson, 1996; Schmidt, 1990, 1994). La importancia de ambos conceptos debe trasladarse tambi¨¦n al campo de la ense anza de idiomas y por lo tanto a los materiales docentes. Sin embargo, lo expl¨ªcito e impl¨ªcito son constructos complejos, y esta complejidad permite muchos matices y perspectivas en su an¨¢lisis. Este hecho implica que su identificaci¨®n en los materiales docentes y discentes constituya un verdadero reto. Este trabajo se centra en materiales para la ense anza del ingl¨¦s como lengua extranjera. Se pretende elaborar un constructo fiable que pueda ayudar a identificar el componente expl¨ªcito e impl¨ªcito que dichos materiales promueven. A tal fin, se determinaron primero los rasgos definitorios del constructo impl¨ªcito y expl¨ªcito, y se procedi¨® a su validaci¨®n. Posteriormente se analizaron con ¨¦l las activi
%U http://revistas.um.es/ijes/article/view/114001