Obsahová analýza vybraných učebníc slovenského jazyka pre primárne vzdelávanie z hľadiska rozvíjania narácie
Content analysis of selected Slovak Language textbooks used in primary education from narrative development perspective

Summary/Abstract: The study presents the results of a content analysis of Slovak Language textbooks for the 2nd, 3rd and 4th year of (Slovak) primary schools published by Aitec. The aim of the study is to identify and evaluate such content properties of the textbooks that might have impact on the narrative competence of pupils. The numerical data retrieved from the units of analysis (thematic areas with chapters, referential narrative text, rules, instruction in the task) indicate that a relatively small area of the textbooks is devoted to narration. It is approximately 5 – 6% of the total textbook space in each year. The textbooks contain a low number of explanatory texts and rules on the communication and composition education. There is all but one rule on narration present in the textbook in all three years. The proportion of the tasks and exercises related to referential narrative text is increasing in each years, however, it is mainly receptive and reproductive work with the narrative texts that prevails. Pupil’s own narrative production is less required. It can be concluded that the presence and the quality of narrative tasks in the analysed textbooks significantly lags behind the current state of knowledge in both narratology and language pedagogy.

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