Kognitivnolingvistički pristup poučavanju modalnih glagola u nastavi engleskog kao stranog jezika: analiza udžbenika

Modality and modal verbs are known for their complexity and as a result present a considerable challenge to EFL learners. That is why this study deals with how modal verbs are presented in textbooks used in Croatian high schools and how teaching modals can be improved by using a cognitive linguistic approach. Six textbooks were analysed using a qualitative method concentrating on content presentation, exercises and grammar references. The discussion highlights positive and negative features of these three elements by taking a cognitive linguistic perspective with emphasis on strategic construal, the rule/list fallacy and deductive/inductive teaching. The results indicate that some aspects of the analysed textbooks could be improved to encourage strategic thinking, deep processing and the development of learning strategies, but that there are also exercises that align with the basic cognitive linguistic principles. The conclusion offers several recommendations for improving teaching modal verbs, largely by using and expanding the content and material already available in textbooks.