Comparison of Green Line I 1995 and Green Line I 2001 Considering the Structure of Tasks

Term Paper, 2010

20 Pages, Grade: 1,0


Table of Contents

I. Introduction

II. Methodological Approach

III. Investigation
III.1 Categories of tasks and their occurrence in Green Line I (1995, 2001)
III.2 Interpretation

IV. Conclusion

Bibliographical Notes

I. Introduction

Schoolbook analysis as a field of research opens a wide range of perspectives worth taking a closer look at. Even though, noticing the current discourse leads to an astounding conclusion: Considering schoolbooks as one major and significant instrument of school life, the amount of research carried out on this topic is rather insubstantial. Noting that there is a wide range of different contemporary schoolbooks in use, the question arises, in how far there can be a justification for this variety. Does the „perfect schoolbook‟ exist? Are some books of higher quality than others? Are significant differences a matter of perspective? And - in that case - are there any criteria which reinforce a certain perspective? The research on differences between commonly used schoolbooks may be distracting as it is always accompanied by a certain degree of subjectivity. Even if there are several criteria pleading for one schoolbook or another, it is up to the college of each school to decide on a concrete way of teaching, about which the author does not want to judge within a short paper like this. This attitude shall be exemplified briefly, and since the character of tasks partly resembles the character of language testing methods1, an excursion on testing theory may be appropriate in order to achieve this goal.

Commenting on testing methods, Gabel states that in “fact there is no best test or best technique. A test which proves ideal for one purpose maybe quite useless for another; a technique which may work very well in one situation can be entirely inappropriate in another” (Gabel [a], P.1.). Transferring this statement to the task structure of different schoolbooks, it becomes clear that while some books serve one purpose, others serve a different one. This paper avoids examining differences between schoolbooks that evolve from different didactic accentuations.2 The author tries to exclude this variable by comparing two schoolbooks of the same series (Green Line I 1995/2001). Such an investigation offers the chance to take a closer look at possible didactic developments within the history of one single schoolbook series. In this context, an investigation may focus on the following questions: In how far is there a difference in the didactic preparation of texts? Is there variation in the relation, in which texts and pictures are used? Do the authors use different pictures and is there any variation in the use of pictures? Is there any difference in the character of tasks used? If there is such a variation, what may be possible didactic explanations?

Due to formal aspects, an investigation cannot include all the facets mentioned above.3 Thus, the focus of investigation shall be narrowed down to the following research question:

Is there a difference between an older and a more common edition (1995, 2001) of Green Line I considering the quantitative and qualitative character of tasks? And - subsequently - if this is the case, in how far can such a difference be explained and interpreted on the background of didactic research?

II. Methodological Approach

In order to gain empirical data, which then serves as basis for further interpretation and analysis, it is necessary to scan both editions regarding the tasks included. In this context, two questions are highly significant: 1) Do both editions possess the same categories of tasks or are there any differences?4 2) Is there a significant change in the quantitative or qualitative amount, in which the tasks are applied?

In order to treat these elementary questions adequately, both editions are checked - page by page - considering the tasks offered. As one first methodological step, the hard facts resulting from this examination are to be described. Following, the presentation of empirical facts entails further interpretation. In order to assure formal clarity, both methodological steps are carried out for each category of tasks respectively.

III. Investigation

III.1 Categories of tasks and their occurrence in Green Line I (1995, 2001)

Abbildung in dieser Leseprobe nicht enthalten

The categories of items listed in the left column are the result of the examination process. They can be regarded as an issue evolving from a detailed exploration of both schoolbooks. Since this investigation does not refer to a pre-fixed pattern of items, the categories listed in the left column are tailored to both Green Line I 1995 and Green Line I 2001. In order to assure formal clarity, the items are subdivided into four categories. The first category contains Standard/ Basic Tasks. Both items belonging to this category are conspicuous considering their quantitative occurrence. The first item deals with all tasks that require the production of linguistic fragments (expressions, sentences, texts). The second item contains all those tasks, which require the completion of fragments.

The second category - Further Significant Tasks - contains tasks which are not of such a quantitative dominance as to classify them as standard tasks. Nevertheless, the items belonging to this category are an important constituent of the task structure and basis for significant differences between both editions. They also evolve from the process of examination.

The third category contains some Additional Tasks. The reason for separately categorizing these items may turn up as quite subjective. The tasks listed in this category aim at motivating the students by an extraordinary implicitly mentioned „fun-factor‟. Thus, tasks like „Cooking‟ or „Mouth Jogging‟ seem to be much more motivating than conventional exercises like for example „linking sentences‟. These tasks very often imply activities, which seem to be exciting considering the degree of innate activity.


1 This originates in the fact that schoolbook tasks very often serve the purpose of testing the students‟ language competence.

2 The author is nevertheless aware that there are qualitative differences between these multiple didactic accentuations.

3 A paper containing all these aspects would necessarily comprise more than 15 pages.

4 In this respect, it is of high relevance to check whether the newer edition contains categories of tasks which are not used in the edition of 1995. Vice versa, it is interesting to examine whether there is a lack of categories in the newer book, which have been used in the older one.

Excerpt out of 20 pages


Comparison of Green Line I 1995 and Green Line I 2001 Considering the Structure of Tasks
University of Münster  (Englisches Seminar)
Schoolbook Analysis
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ISBN (eBook)
ISBN (Book)
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621 KB
Schoolbook Analysis, Didactics, Schoolbook, Tasks, Character of tasks, Green Line, Comparison of Schoolbooks, Role Play, Songs, Instructions, Methodology
Quote paper
B.A. Mark Valentin (Author), 2010, Comparison of Green Line I 1995 and Green Line I 2001 Considering the Structure of Tasks, Munich, GRIN Verlag,


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