000119046 001__ 119046
000119046 005__ 20221025101337.0
000119046 037__ $$aTAZ-TFM-2022-836
000119046 041__ $$aeng
000119046 1001_ $$aSan Frutos Arranz, Miguel
000119046 24200 $$aA Critical Look at a Coursebook’s Texts: Alternative Reading Task Proposals through Multicultural Short Stories in a Secondary School Context
000119046 24500 $$aUna mirada crítica a los textos de un libro de texto: Propuestas de tareas de lectura alternativas a través de relatos cortos multiculturales en un contexto de educación secundaria
000119046 260__ $$aZaragoza$$bUniversidad de Zaragoza$$c2022
000119046 506__ $$aby-nc-sa$$bCreative Commons$$c3.0$$uhttp://creativecommons.org/licenses/by-nc-sa/3.0/
000119046 520__ $$aNowadays, the approaches to English Language Teaching encourage instructors to combine the traditional linguistic competence with competences that integrate cultural elements of the foreign language. The main reason to introduce this cultural knowledge is based on the fact that any language is inherently associated with its native cultural features so that both competences must be acquired to provide students with a complete framework to use the foreign language appropriately. For this purpose, literature emerges as an advantageous resource to take into consideration. Namely, literary texts offer authentic representations of unfamiliar cultures and also provide learners with appealing stories that may develop personal skills such as critical thinking and the possibility of widening their perspectives regarding global issues. Thus, the purpose of this dissertation is to offer viable solutions to integrate literary texts, specifically short stories, into the curriculum as an alternative to the traditional reading comprehension sections. It will be argued that using short stories contribute to the development of the linguistic and cultural competence of the students more effectively than the textbook’s reading comprehension sections. Moreover, an analysis of a coursebook’s texts will be discussed so as to assess whether the proposed activities are aligned with the principles of the communicative approach and the Jane Willis’ Task Based Language Teaching Framework.<br />
000119046 521__ $$aMáster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas, Artísticas y Deportivas
000119046 540__ $$aDerechos regulados por licencia Creative Commons
000119046 700__ $$aGülüm Tekin, Burcu$$edir.
000119046 7102_ $$aUniversidad de Zaragoza$$bFilología Inglesa y Alemana$$cFilología Inglesa
000119046 8560_ $$f852811@unizar.es
000119046 8564_ $$s3083283$$uhttps://zaguan.unizar.es/record/119046/files/TAZ-TFM-2022-836.pdf$$yMemoria (eng)
000119046 909CO $$ooai:zaguan.unizar.es:119046$$pdriver$$ptrabajos-fin-master
000119046 950__ $$a
000119046 951__ $$adeposita:2022-10-25
000119046 980__ $$aTAZ$$bTFM$$cFEDU
000119046 999__ $$a20220914165021.CREATION_DATE