THE CONCEPTION OF TEXT IN READING COMPREHENSION MATERIALS IN SPANISH FOREIGN LANGUAGE MANUALS

This study aims to analyze the conception of text within Spanish as a Foreign Language (SFL) manuals based on the articulation of certain theoretical proposals within the written and reading comprehension materials. The research is based off of the observance of suggestions made within the written comprehension proposals. The different conceptions of text from the emergence of Textual Linguistics (TL) have accompanied both the development of the discipline and also its didactic transposition in the various instruments for the teaching and/or learning of the Foreign Language (FL). In order to identify the conceptions of the text from the proposed reading comprehension activities and based off the hypothesis that most SFL teaching manuals address reading comprehension from the perspective of decoding objective senses, we propose a series of elements of analysis based on the theoretical conceptions of socio-discursive interactionism (SDI). We consider that these elements of analysis are inseparable from the text as an empirical verbal production of a culture in its semi-linguistic, socio-historical and cognitive dimensions. This work furthers and takes up some trends of study on the theoretical conceptions of text in manuals and curricular materials of native and foreign languages (Miranda, 2015). The research is motivated by the need to advance tools that impact the forms of didactic intervention in foreign languages, with a primary focus on comprehension processes, from the theoretical perspective of SDI.