Oral Proficiency in the Textbook Gracias 9 : An Analysis of Oral Activities and Teachers’ Perceptions of Authentic Interaction

This study examines to what extent the oral exercises in the textbook Gracias 9 serve as an effective tool to foster authentic oral interaction in the teaching of Spanish in Sweden. It also explores teachers’ perceptions regarding the effectiveness of these exercises and the characteristics that, based on their experience, define a communicative oral activity. The study combines aquantitative and qualitative analysis of the textbook’s content with semi-structured interviews conducted with five teachers who use the material. The quantitative analysis reveals that only 25.43% of the exercises are oriented toward the development of oral expression. Meanwhile, the qualitative analysis, based on Richards’ taxonomy, shows that the communicative approach is only partially present, as many activities prioritize repetition and structural control. The interviews further indicate that the book’s design does not consistently promote authentic communication, and that its effectiveness largely depends on teacher mediation. According to the participants, a communicative activity must be contextualized, allow spontaneous interaction, tolerate errors, and encourage negotiation of meaning. It is concluded that Gracias 9 provides a useful foundation but is insufficient on its own to fully develop communicative competence in Spanish as a L2.