Title Task Analysis in English Language Classrooms Title (croatian) Analiza zadataka u učionicama engleskog jezika Author Marko Matas Mentor Anna Martinović (mentor)Committee member Sanja Škifić (predsjednik povjerenstva)Committee member Anna Martinović (član povjerenstva)Committee member Lidija Štrmelj (član povjerenstva)Granter University of Zadar Defense date and country 2021-10-07, Croatia Scientific / art field, HUMANISTIC SCIENCES Abstract Communicative Language Teaching (CLT) is an approach to second language (L2) learning that views language primarily as a means of communication. From the perspective of classroom methodology, CLT is closely linked to Task-based Language Teaching (TBLT), which places the notion of tasks in the focus of L2 learning. The main materials which are used for teaching through tasks are textbooks, which do not always provide many opportunities for learners to communicate in the L2. For this reason, this paper attempted to descriptively analyze tasks as they appear in different ESL textbooks. The aim of the thesis was, firstly, to descriptively account for the number of tasks based on Jeon's (2005) categories. Secondly, to show similarities and differences among ESL textbooks based on these categories. Finally, a comparison was drawn between ESL textbooks that were used before the Croatian curriculum reform and current ESL textbooks. The results showed that tasks can be divided into many different categories. ESL textbooks usually included more reading and speaking tasks, non-dialogue texts, photos and pictures, communicative and audio-visual tasks, various activity themes, as well as individual work. They also demonstrated that ESL textbooks currently used in Croatian classrooms tend to include more complex tasks and a larger number of communicative activities, as well as more tasks focused on pair work.
Abstract (croatian) Komunikativno podučavanje jezika pristup je učenju drugog jezika koji promatra jezik kao primarno sredstvo komunikacije. S perspektive metodike nastave, ovaj pristup je blisko vezan s pristupom podučavanja jezika na temelju zadataka, koji postavlja ideju zadataka u fokus učenja drugog jezika. Glavni materijali koji se koriste u podučavanju putem zadataka su udžbenici, koji ne pružaju uvijek učenicima prilike da komuniciraju na drugom jeziku. Zbog tog razloga, ovaj rad pokušao je deskriptivno analizirati zadatke koji se pojavljuju u različitim udžbenicima engleskog jezika. Najprije, cilj ovog rada bio je deskriptivno protumačiti broj zadataka u skladu s kategorijama koje predlaže Jeon (2005). Drugi cilj bio je prikazati sličnosti i razlike među udžbenicima engleskog jezika na temelju istih kategorija. Naposljetku, provedena je usporedba između udžbenika engleskog jezika prije hrvatske kurikularne reforme i trenutnih udžbenika engleskog jezika. Rezultati su pokazali da se zadaci mogu podijeliti u različite kategorije. Udžbenici engleskog jezika pokazali su da najčešće uključuju zadatke čitanja i govora, tekstove bez dijaloga, fotografije i slike, komunikativne i audiovizualne zadatke, aktivnosti različitih tematika te samostalni rad. Također se pokazalo kako udžbenici engleskog jezika koji se trenutno koriste u hrvatskim učionicama skloniji su složenijim zadacima i većem broju komunikativnih zadataka, kao i većem broju zadataka koji se fokusiraju na rad u paru.
Keywords
English language learning
task analysis
ESL textbooks
Croatian curricular reform
Keywords (croatian)
analiza zadataka
hrvatska kurikularna reforma
učenje engleskog jezika
udžbenici engleskog jezika
Language english URN:NBN urn:nbn:hr:162:187135 Study programme Title: English Language and Literature (double major); specializations in: Teaching, Research Type of resource Text File origin Born digital Access conditions Access restricted to students and staff of home institution Terms of use Created on 2021-10-26 08:16:07
