The distribution of active verbs in task instructions in primary education textbooks

Stránka jednoduchej položky
dc.contributor.authorČiliaková, Ružena
dc.contributor.authorTrnka, Marian
dc.contributor.authorBrozmanová, Monika
dc.date.accessioned2026-03-06T09:57:02Z
dc.date.available2026-03-06T09:57:02Z
dc.date.issued2025
dc.descriptionIn: Innovation in language learning : 18th international conference : conference proceedings. 1. vyd. Bologna : Filodiritto Publisher, 2025. ISBN 979-12-80225-91-7. ISSN 2420-9619. Pp. 297-303.
dc.description.abstractProficiency in the language of instruction is one of the fundamental prerequisites for the cognitive and academic development of students with a different mother tongue. Understanding instructional verbs used in learning tasks is a key condition for students’ success in solving these tasks correctly. Empirical findings suggest that students who do not sufficiently comprehend task instructions are at a higher risk of academic underachievement [1], [2]. This study focuses on the analysis of active verbs in instructional tasks found in textbooks for the first and second grades of primary school. Specifically, it examines the frequency and variation of active verbs in task instructions across three educational domains: language, mathematics, and science. The analysed sample comprised over 1,600 tasks, from which more than 13,500 sentences containing active verbs were extracted and examined as individual analytical units. The research employed a quantitative methodology, complemented by qualitative procedures. The quantitative component enabled the mapping of verb distribution with an emphasis on frequency. The qualitative component, using the method of constant comparison, facilitated the identification of unique verbs and their categorization within instructional discourse. The results show that students are exposed to more than 1,000 grammatical forms and over 600 unique active verbs during the first two years of schooling. The analysis also revealed significant inconsistencies in the use of instructional verbs, particularly reflective-abstract commands, which can hinder task comprehension. The findings highlight the need for greater linguistic consistency in instructional task design and underscore the importance of targeted language support for students with a different mother tongue, focused on the systematic acquisition of the school’s instructional language.
dc.description.sponsorshipAPVV-22-0450 Program rozvoja jazykových spôsobilostí detí s odlišným materinským jazykom v slovenskom jazyku - tvorba a overovanie
dc.identifier.isbn979-12-80225-91-7
dc.identifier.issn2420-9619
dc.identifier.urihttps://repo.umb.sk/handle/123456789/1289
dc.language.isoen
dc.publisherFilodiritto Publisher : Bologna
dc.rights© vydavateľ
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectdiskurz
dc.subjectdiscourse
dc.subjectinštruktáže
dc.subjectslovesá
dc.subjectverbs
dc.subjectjazyky
dc.subjectlanguages
dc.subjectučebnice
dc.subjecttextbooks
dc.subjectprimárne vzdelávanie
dc.subjectprimary education pochopenie
dc.titleThe distribution of active verbs in task instructions in primary education textbooks
dc.typeArticle
dc.typeinfo:eu-repo/semantics/article

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