Das Potential zur kommunikativ-kognitiven Aktivierung im Englischunterricht –

<rab:p>Using qualitative content analysis, this article analyses 711 tasks in five primary English as a foreign language (EFL) textbooks regarding their potential for communicative-cognitive activation (PCCA). A subject-specific adaption of cognitive activation, communicative-cognitive activation includes task and teaching characteristics that are conducive to in-depth processing of the target language. To this end, an EFL-specific coding scheme for assessing the PCCA in primary EFL tasks was developed in a theory-based process with a special focus on listening and speaking. The coding scheme comprises four main dimensions: (1) Overall textbook characteristics, (2) overall task characteristics, (3) characteristics of listening tasks and (4) characteristics of speaking tasks. Results indicate rather consistent levels of PCCA across all textbooks regarding overall textbook and task characteristics. However, textbooks vary considerably regarding their PCCA in listening and speaking tasks and indicate that in both domains tasks do not fulfill their PCCA. Thus, the study highlights the crucial role of teachers in achieving communicative-cognitive activation in the primary EFL classroom.</rab:p>