Grammar tasks in EFL textbooks for fifth grade pupils in Croatia

Zgorelac, Tina. (2016). Grammar tasks in EFL textbooks for fifth grade pupils in Croatia. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of English Language and Literature. [mentor Geld, Renata].

Preview

PDF (English) Download (631kB) | Preview

Abstract

The aim of this thesis was to analyse grammar tasks in five English as a foreign language (EFL) textbooks for fifth grade pupils in Croatia in order to investigate whether and to what degree those textbooks vary in pupils’ engagement in grammar learning. To answer this question, various aspects of grammar tasks were examined using a framework adapted from a similar study conducted on Norwegian textbooks in 2013.The results showed that most grammar tasks require low engagement from pupils because grammar tasks are mostly close-endedand pupils are asked to solvethem in writing. Moreover, those tasks are usually presented in separate sentences and pupils are asked to solve them by working alone. At the same time, those tasks are the so-called compositiontasks, which means that they are meant to be highly engaging because in such tasks pupils are asked to write their own sentences and short texts, or to finish partial sentences and answer questions. However, most composition tasks in all five analysed textbooks do not require that high engagement from pupils because of the way in which those tasks are supposed to be solved, i.e. alone and in writing. If we take into account that today the tendency is on communicative approach to language teaching in which pupils need to have the opportunity to be highly engaged in the process of language learning throughnegotiating for meaning in communicative interaction with other pupils, the overall conclusion is that grammar tasks in most analysedtextbooks should be modified in order for students to become more engaged in the process of grammar learning.

Actions (login required)

View Item