|Opis:||The thesis, titled The Review and Comparison of Task-Types in Selected Slovenian Language Textbooks and Workbooks introduces a review, comparison and analysis of textbooks and workbooks published by Rokus Klett. The author has chosen revised editions of books used in primary and secondary education, which have allowed her to find similarities and differences in task-types and Bloom taxonomy. The analysis includes class 9 workbook Part I and II of Slovenščina za vsak dan 9, published in 2013, and the textbook of the same name, published in 2011. The analysis of secondary school books includes year 3 workbook Na pragu besedila 3, published in 2011, and the textbook of the same name, published in 2010.
In the theoretical framework of the thesis, the author, using a descriptive method, presents theoretical bases which mainly originate from the findings and cognitions of Slovenian and foreign authors of scientific literature.
In the empirical part, using a comparative method, the author compares workbooks and textbooks. In comparison and analysis, she focuses especially on task-types in particular textbooks and workbooks. Using a classification method, she sorts the tasks according to the type and taxonomic ranks. By means of a non-experimental causal method, she has conducted a questionnaire among primary and secondary school students and acquired students' responses about the difficulties of certain task types and clarity and precision of task instructions.
The comparison and analysis of the workbooks and textbooks have shown that the tasks are not equally represented and that certain types of tasks prevail. Furthermore, the taxonomic ranks are also not equally distributed. According to the results of the analysis, lower taxonomic ranks prevail, which is surprising especially for secondary school textbooks and workbooks.
The results of the questionnaire have shown that students find the task instructions in workbooks and textbooks clear, precise and non-misleading, as the instructions often repeat and include examples. The results have also shown that students think the most difficult tasks are text-based tasks, which require them to write short texts and compositions on their own, as well as editing tasks and tasks, which need to be done by using other sources. Students' responses about the use of workbooks and textbook in Slovenian language classes have been congruent, as all of them responded that they use workbook and textbook two to three times a week.|