Uma análise comparativa da ativação de conhecimento prévio em livros didáticos de língua inglesa

Abstract

The use of effective Textbooks in an English as a second language (L2) setting is fundamental. In this sense, it is important that English textbooks regard students as active readers in the learning process, as individuals who are directly interacting with the contents which are being presented in the classes. Hence, this work aims to make a comparative analysis between two different series of English textbooks: English in Common 2 and English File Elementary (4th edition), by which we expect to show how each textbook approaches the activation of students' background knowledge. It is a qualitative approach research, through which two lessons of the English in Common series were compared to two lessons of the English File series. To support the analysis, concepts of Science of Learning were used. From the analysis, we highlighted similarities and differences between the two textbooks regarding the activation of students’ background knowledge through reading comprehension. Lastly, we observed that the English File Elementary presents a more effective activation of students’ background knowledge than the English in Common 2.