Three text types for environmental education, with problem-definition-without-solution texts most valued¶

Design · All designs
Evidence · no claims cited

Description¶

For didactically correct selection of foreign-language material, the article distinguishes three types of texts: those containing the description of a problem's definition and its decision, those with only the solution, and those with only the problem definition. The authors write that "The last type of texts refers to the number of problematic and has the particular value". Text work was supported by tasks such as paragraphing, formulating the main idea, and annotating articles around environmental problems.

Design Implications¶

Context¶

Requirements¶

Text selection must account for language feasibility and the reasonability of the environmental information covered

Constraints¶

Applied to senior pupils reading foreign-language texts on ecology

Target Learners¶

senior secondary pupils

Learning Goals¶

reading comprehension
ecological and linguistic competence
critical reflection on environmental problems

Claims¶

Examples¶

-

Key Sources¶

Aida G. Sadykova, Marianna E. Yashina & Luiza R. Zakirova. (2014). Implementing Environmental Culture in the Language Learning Laboratory. English Language Teaching, 7(12). https://doi.org/10.5539/elt.v7n12p85

Page metadata

Field	Value
`type`	`design`
`id`	`three-text-types-environmental-education`
`title`	`Three text types for environmental education, with problem-definition-without-solution texts most valued`
`description`	`For didactically correct selection of foreign-language material, the article distinguishes three types of texts: those containing the description of a problem's definition and its decision, those with only the solutio...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-02`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `aida-g-sadykova-2014`

Frontmatter is the page's machine-readable record — see the Schema & Guide.