Moving from research to materials design : a study of schemata activation in elementary level EFL textbooks

Abstract

ii ABSTRACT This thesis explores the application of Schema Theory in English as a Foreign Language (EFL) internationally produced coursebooks used in schools in the city of San Luis (Argentina) during the period 2000-2010. The aim of the study is to evaluate trends regarding the presence of schemata, their activation and the techniques used in the context of the four skills. It follows an exploratory, descriptive approach based on document analysis: a mixed model research design (Cameron, 2009) using descriptive content analysis and statistical analysis to identify patterns in the data. Nine beginner level textbooks and their corresponding teacher guides were analysed. The results reveal a high, constant level of activation of content schemata and a high, though slightly decreasing, percentage of activation of formal schemata along the 2000-2010 period. The inclusion and activation of cultural schemata is minimal. The activation techniques most used in the coursebooks are links with a previous activity, the use of images and triggering elements in the rubrics/titles, whereas setting the context and elicitation of students’ schemata and of expected content were also very frequent choices in the teacher guides. In general, the principles of Schema Theory were found to be applied to some extent in the sample, although the non-increasing trends pose some concern. Additionally, the results indicate that the inclusion and activation of cultural schemata, a stronger connection with previous activities and more contextualisation in the rubrics should be implemen