Ualikhan, Aruzhan2020-05-152020-05-152020http://nur.nu.edu.kz/handle/123456789/4711The selection of materials for second language teaching plays a crucial role in teaching a foreign language. School textbooks are considered to be the most appropriate materials and an integral tool for the teacher as they function as a guide. This research study aims to compare the language patterns of young L2 English learners who were taught with a textbook or with self-prepared materials based on the communicative language teaching (CLT) approach. 13 young Beginner level English learners aged 8-9 years old participated in this experimental research. The task for pre- and post-test was to name the objects in a picture which was chosen according to the topic covered. Students were examined with pre-test and were divided into control (n=7) and experimental (n=6) groups. The control group continued to have standard lessons with the textbook, and the experimental group had four lessons taught by a researcher with CLT-prepared materials based on the textbook curriculum. After the intervention of research teaching based on CLT materials, both participants groups took a post-test. Pre- and post-tests were audio-recorded, then we transcribed and translated into English, as necessary. A qualitative method, namely the Grounded Theory method, was applied to analyze data. Transcribed recordings were read in detail and reviewed for themes as well as general and specific categories. Each participant’s pre-test and post-test were compared to trace the progress. Pre- and post-test were compared among themselves to observe language patterns. Pedagogical implications were constructed based on language patterns, categories and themes within the data.enAttribution-NonCommercial-ShareAlike 3.0 United StatesEnglish language teaching, teaching materials, CLT approach, communicative methods, young learners, textbook type.Capstone Project