| Title: | Analysis of syntactic structures in coursebooks for English in 6th and 7th grade of primary school : magistrsko delo |
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| Authors: | ID Gaber, Anja (Author)
ID Jurančič, Klementina Penelope (Mentor) More about this mentor...  |
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| Files: |  MAG_Gaber_Anja_2025.pdf (4,49 MB)
MD5: CE60FE85C7D5A9EBD40C3F2F10CC3690
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| Language: | English |
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| Work type: | Master's thesis/paper |
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| Typology: | 2.09 - Master's Thesis |
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| Organization: | FF - Faculty of Arts
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| Abstract: | The aim of this thesis was to investigate the explicit and implicit representation of syntactic structures in English coursebooks for Slovene primary schools and to compare these findings with authentic literary texts. The analysis focused on two basic sentence patterns in English syntax: S + P + DO (Subject + Predicator + Direct Object) and S + P + SC (Subject + Predicator + Subject Complement). The purpose was to establish how frequently these patterns occur in coursebooks and authentic texts, and to evaluate their representativeness and pedagogical implications.
The results confirmed that English coursebooks provide very few direct instructions for sentence structure formation. Grammar is mainly introduced implicitly through short texts or model examples, leaving learners to learn syntactic structures based on their interpretation. The expectation that 7th grade coursebooks for English would include more explicit instructions was only partly confirmed, as the overall demonstration of syntactic structures remained implicit.
Authentic literary texts, on the other hand, displayed a slight variability and in the use of different syntactic patterns, depending on context, genre, and communicative purpose. In contrast, coursebooks for English by Slovene authors placed greater emphasis on the S + P + DO pattern, namely only pattern 4 and 5, offering a simplified representation of English syntax., thus hindering learners’ exposure to various syntactic patterns.
These findings carry important implications for teachers, coursebook authors, and curriculum designers. While communicative and text-based methods are prevailing in language teaching, they should be complemented with explicit instruction in sentence patterns. A balanced approach would ensure that learners not only develop communicative fluency but also acquire the structural competence necessary for effective language use.
In contexts such as Slovenia, where English is a foreign language, structural guidance is essential for learners’ success. A balanced methodology that combines communicative approaches with systematic practice of sentence patterns offers the most effective support for the development of both grammatical competence and communicative fluency. |
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| Keywords: | syntax, syntactic structures, coursebooks for English, sentence patterns |
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| Place of publishing: | Maribor |
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| Place of performance: | Maribor |
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| Publisher: | A. Gaber |
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| Year of publishing: | 2025 |
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| Number of pages: | 1 spletni vir (1 datoteka PDF (VIII, 102 str.)) |
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| PID: | 20.500.12556/DKUM-94637 |
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| UDC: | 373.3:811.111'367(043.2) |
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| COBISS.SI-ID: | 249967107 |
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| Publication date in DKUM: | 23.09.2025 |
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| Views: | 214 |
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| Downloads: | 16 |
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| Metadata: |    |
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| Categories: | FF
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