This thesis is a comparative analysis of two English textbooks for the foundation course in upper secondary school with special reference to pre-reading. The two textbooks and their pedagogical approaches have been discussed and seen in relation to the 1994 syllabus, its accompanying methodology and relevant learning and teaching theories, ranging from 1986 up to modern times. The theoretical and historical background for pre-reading activities, an analysis of pre-reading activities in the two books and the students’ experiences and opinions of these activities have also been dealt with.
A research study based on a questionnaire has been carried out to find answers to my research questions and to examine whether my hypothesis was confirmed or not. The research method has been a combination of a quantitiative and qualitative approach. The data from the study did not reveal any great differences among the two groups of respondents. Nor was my initial assumption that the untraditional pedagogical approach of one of the books might lead to a higher motivation and a conception of better skills and knowledge clearly confirmed by the results of the study.