Content analysis of anthroponyms in an English as a L2 teaching material en materiales para la enseñanza de inglés como L2
DOI:
https://doi.org/10.48075/odal.v4i1.31274Keywords:
onomastics, language teaching, content analysis, historical anthroponymyAbstract
In teaching foreign languages (especially, English) it is taken for granted that proper nouns in the texts in the teaching materials are known both by all teachers and learners. This is basically a marginal topic. In this article, by means of content analysis, characteristics of person names (anthroponyms) used in materials for teaching English as a second language are described. In order to carry out this, a book from the Empower Series (Doff et al, 2015), specifically level B2. The book contains 212 anthroponyms (including person names, surnames, hypocoristics and related words) which were organized in a data base with central topics including gender, onomastic structure, language of origin and pronunciation. This text begins with a literature review around the relation between name and classroom practices. Data and results are commented from the point of view of Onomastics’ terminology and theoretical framework. As a closing comment, it is suggested to review the necessity to do research to delve upon these topics from the linguistic, pedagogic and materials design theory’s point of view.
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