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

2. Are teachers concerned about the importance of phraseology in ESL 
teaching? How do they deal with it in classrooms? 
So as to give an answer to this question, we are going to explain the results of a 
questionnaire addressed to forty teachers that work in the Region. 
4. MATERIALS AND METHOD 
The aim mentioned above is two-folded and the investigation is divided in two related 
surveys: an examination of textbooks and a questionnaire to English teachers. We are 
focusing our attention on four particular phraseological units: idioms, collocations, proverbs 
and social routine formulae. The method used is descriptive and it combines quantitative and 
qualitative research approaches. 
4.1 Examination of Textbooks 
The primary material in this investigation consists of two textbooks that are used for 
teaching English in Secondary and Upper Secondary Education in the Region of Murcia, 
Spain. We chose two different stages of learning in order to see if we could find significant 
differences regarding phraseological content. They have been randomly chosen as samples of 
the most frequently used English textbooks in the Region and, therefore, they do not represent 
all the textbooks that are available for teaching English at these said levels. The textbooks 
selected are: 

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William A. & Baines M. (2008). Bridges 1 For Bachillerato. Burlington Books, for first 
year of upper compulsory education. 
Wetz, B. (2006). English Alive 3. Oxford University Press, addressed to the third year of 
compulsory education. 
As we can observe, there is a difference of three levels between them, what could be 
seen as a strong reason for encountering significant dissimilarities in our analysis. 
Our purpose is, then, to analyze the phraseological content in these two textbooks 
belonging to 3
rd
year of Secondary Education and 1
st
year of Upper Secondary Education in 
order to find out if it is appropriate to these particular levels.
As both textbooks are quite similar in structure and methodology, we have designed a 
unique analysis chart to carry out our study. This chart involves each one of the four 
concerning categories of the phraseological units we are focusing on (idioms, collocations, 
proverbs and social routine formulae), making a total of one chart per unit and nine charts per 
book, as each book contains nine units:

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