Abstract:

Language learning has traditionally been associated with a textbook which served as a source of information not only in terms of vocabulary and grammar but also as a medium providing insight into a target language culture through introducing habits, traditions, and holidays. Several authors stress the importance of textbooks in language learning as it enables learners to progress individually developing their receptive skills (mostly reading) as well as it supports group learning by suggesting various activities aimed at developing learners’ productive skills. Hence, the textbook’s position in language teaching in the Slovak context remains irreplaceable.

Textbooks though being the most commonly used tool for language teaching are not a universal tool and require further adjustments in order to fulfill the requirements of a specific program. Slovakia, like many other countries, follows the distinction of levels as presented by the Common European Framework of Reference (CEFR) and therefore requires learners of a certain grade to achieve a corresponding level of language proficiency characterized in terms of competences, vocabulary, and grammar. However, some of the content found in textbooks used in language teaching does not correspond with CEFR levels as defined by the English Grammar Profile (EGP).

The presented paper focuses on grammatical features in selected English textbooks at the A2 level and on whether these features correspond to the assigned reference level. Through analysis of textbook articles, we identify grammatical structures used at the A2 level according to the selected textbook and compare them with grammatical structures as introduced by the EGP.

Keywords:

Grammatical structures, textbook, English Language Teaching, proficiency level, English Grammar Profile.