Dissertation analysis of phraseological content in English teaching: materials and teachers’ attitudes

LINGUISTIC COMMUNICATIVE OTHER 
817 
665 
32 
 
We can see how, unlike the previous example, although the number of phraseological 
unit occurrences in exercises of communicative nature is quite significant, the phrasemes in 
linguistic activities are still predominant over the ones following a communicative approach; 
this may lead to the conclusion that this textbook is less communicative as far as phraseology 
is concerned.
Finally, with respect to the skills in which the phraseological content is tackled, we 
obtain the following figures: 

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29 
WRITING 
READING LISTENING SPEAKING 
OTHER 
183 
295 
190 
104 
742 
 
Similarly to English Alive! 3, Bridges I devotes a great amount of phraseological units 
to other activities different from the ones belonging to the practice of the four skills of 
language. However, this time the difference is even more impressive (49%). Virtually half of 
phraseological units present in the textbook are located in linguistic or non-communicative 
focus activities. 
Now, once again, it is time to focus our attention on each particular type of 
phraseological unit so as to see which focus they follow in the book and in what skill they are 
predominant: 

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30 
TYPE OF PHRASEOLOGICAL 
UNIT 
NUMBER 
FOCUS 
SKILL 
IDIOMS 
42 
Communicative 9 
Writing 1 
Linguistic 33 
Reading 7 
Other
1
0 
Listening  3 
Speaking 1 
Other
30 
TYPE OF PHRASEOLOGICAL