El tratamiento del complemento directo en los libros de texto de educación secundaria

Abstract

This research, framed within the field of grammar teaching, analyses the treatment of the direct complement (DC) in the Spanish language and literature textbooks of a publisher used in a secondary school during the 2021/2022 academic year. Specifically, the presence of this grammatical content in secondary school textbooks is explored on the basis of the following variables: definition, examples, terminology, exercises and location in the textbook. The results show that the textbooks analysed present an inadequate and incomplete definition of the DC, do not reflect a progression of this syntactic function, show contradictions and use terminology with low precision. It can be concluded from this work that the treatment of the direct complement in the textbooks examined exemplifies the main problems that research on grammar teaching has identified in the construction of grammatical knowledge in secondary school classrooms.