Curricular material, content familiarity and topic interest in interaction
In this investigation we report results from a qualitative case study focused on Spanish as a second language teaching context in Chile. With the aim of exploring the relation between curricular material characteristics, topic familiarity and topic interest in reading tasks data has been collected...
Main Author: | |
---|---|
Format: | Article |
Language: | English |
Published: |
Universidade Estadual de Campinas
2021-08-01
|
Series: | Trabalhos em Linguística Aplicada |
Subjects: | |
Online Access: | https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8664828 |
id |
doaj-8d0c6772f96c44c8b62c0d8539eb1a59 |
---|---|
record_format |
Article |
spelling |
doaj-8d0c6772f96c44c8b62c0d8539eb1a592021-08-21T14:09:27ZengUniversidade Estadual de CampinasTrabalhos em Linguística Aplicada2175-764X2021-08-01602Curricular material, content familiarity and topic interest in interactionMaha Soliman0Pontificia Catholic University of Valparaiso In this investigation we report results from a qualitative case study focused on Spanish as a second language teaching context in Chile. With the aim of exploring the relation between curricular material characteristics, topic familiarity and topic interest in reading tasks data has been collected from sixty-four participants using three instruments. The first one is a survey to know more about student’s previous experience with reading in their country. The second is a semi structured interview held with professors to gain more clarity about the reading tasks assigned and curricular material used. Lastly, the third, is a focus group where students shared their impressions about the tasks assigned and the material used. Findings support that instructional material complexity reduced topic interest due to the lack of previous knowledge related to the reading material. Students suggested changing all reading tasks to summative evaluation as text complexity frustrated them and they wanted to be rewarded by scores. Those results reveal that curricular design and topic interest could be influenced by the material used according to the topic familiarity of the students. https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8664828Curricular materialContent familiarity and topic interestSpanish as a second language teaching |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Maha Soliman |
spellingShingle |
Maha Soliman Curricular material, content familiarity and topic interest in interaction Trabalhos em Linguística Aplicada Curricular material Content familiarity and topic interest Spanish as a second language teaching |
author_facet |
Maha Soliman |
author_sort |
Maha Soliman |
title |
Curricular material, content familiarity and topic interest in interaction |
title_short |
Curricular material, content familiarity and topic interest in interaction |
title_full |
Curricular material, content familiarity and topic interest in interaction |
title_fullStr |
Curricular material, content familiarity and topic interest in interaction |
title_full_unstemmed |
Curricular material, content familiarity and topic interest in interaction |
title_sort |
curricular material, content familiarity and topic interest in interaction |
publisher |
Universidade Estadual de Campinas |
series |
Trabalhos em Linguística Aplicada |
issn |
2175-764X |
publishDate |
2021-08-01 |
description |
In this investigation we report results from a qualitative case study focused on Spanish as a second language teaching context in Chile. With the aim of exploring the relation between curricular material characteristics, topic familiarity and topic interest in reading tasks data has been collected from sixty-four participants using three instruments. The first one is a survey to know more about student’s previous experience with reading in their country. The second is a semi structured interview held with professors to gain more clarity about the reading tasks assigned and curricular material used. Lastly, the third, is a focus group where students shared their impressions about the tasks assigned and the material used. Findings support that instructional material complexity reduced topic interest due to the lack of previous knowledge related to the reading material. Students suggested changing all reading tasks to summative evaluation as text complexity frustrated them and they wanted to be rewarded by scores. Those results reveal that curricular design and topic interest could be influenced by the material used according to the topic familiarity of the students.
|
topic |
Curricular material Content familiarity and topic interest Spanish as a second language teaching |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8664828 |
work_keys_str_mv |
AT mahasoliman curricularmaterialcontentfamiliarityandtopicinterestininteraction |
_version_ |
1721200418406531072 |