제 7차 개정교육과정에 따른 중학교 1학년 영어 교과서와 학습활동책의 듣기활동 분석

Abstract

The purpose of this study is to analyze how well the goals of the seventh revised English curriculum’s listening tasks have been realized and how diverse and suitable the tasks are in middle school English textbooks and activity books for first graders. For this purpose, four types of middle school English textbooks and activity books for first graders were randomly selected out of a range of 25 textbooks, with total of eight middle school English textbooks and activity books analyzed. The textbooks and activity books were analyzed based on the following criteria: achievement standards in the 7th national curriculum, types of listening tasks as based on by Dubin and Olshtain(1986), and comparing with the listening scripts between textbooks and activity books. The result of this study can be summarized as follow. First, according to the analysis based on achievement standards in the standards in the 7threvised national curriculum, all listening tasks in the textbooks and activity books don’t reflect standards for achievement but reflect those for specific achievement. Second, according to the analysis based on the listening task types of Dubin and Olshtain(1986), the fifth listening task, ‘Selecting of right pictures’, was presented in greater proportions in both textbooks and activity books. Third, in the comparing with the listening scripts, there were no same things between all the textbooks and activity books, but there were a lot of differences within activity books according to the levels. Based on the above findings, we provided the following suggestions on how to improve the listening sections of first-grade middle school textbooks and activity books. First, the level of listening tasks in the textbooks and activity books needs to be balanced. Second, the types of listening tasks need to be more diverse and interested in order to make learners more efficient.