摘要：This article presents the results of an investigation into reading tasks presented in the language learning materials for young learners of English as a foreign language. It attempts to explore the frequency and types of tasks to which young learners are exposed while learning to read. The results have confirmed that the authors of learning materials comply with the current recommendations for teaching foreign languages to young learners who, in order to become proficient readers, need a firm foundation in auditory and oracy skills. The results also reveal that tasks encourage the development of reading skill in combination with listening, speaking and writing; also that reading is taught implicitly, which supports the previous theories about young learners having a holistic approach to language and still lacking the ability to analyse language. However, the current analysis further shows that a significantly higher number of tasks fall into a category of closed tasks and, as such, do not offer many possibilities for learners to develop their creativity and productivity. This study has gone some way towards enhancing our understanding of the reading skill development with young learners. The observations presented here have many implications for the further research on learning materials, as well as on the teacher's approach to teaching foreign language reading.
关键词：language learning materials; reading skill; young learners; tasks.
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