2009 개정 교육과정에 따른 언어기능 통합 활동 분석: 고등학교 「영어Ⅰ」교과서를 중심으로

Abstract

An Analysis of Integrated Tasks in High School English I Textbooks Revised by the 2009 National Curriculum

Jeong, Geun-Hye

Graduate School of Education Pukyong National University

Abstract

The purpose of this thesis is to investigate the percentages of integrated activities of four language skills presented in the high school English textbooks, High School English I, and examine how well these activities meet the achievement criteria in terms of listening, speaking, reading, and writing. Six textbooks revised by the 2009 National Curriculum are selected for this analysis, and all sections of activities in the textbooks are analyzed, with the exception of the main reading and grammar parts. The results of the analysis are as follows: First, all six textbooks contain more individual language skill activities than those of integrated language skills, and only four textbooks include one or two four-skill integrated activities per unit in the textbooks. Second, the four-skill integrated activities do not satisfy the achievement criteria of each language skill in a balanced way, but rather certain criteria are emphasized more than others. Based on these results, I suggest the following: Firstly, given that English textbooks are the main sources of English language education in Korean classrooms, and that all four language skills should be developed simultaneously rather than separately according to the Whole Language Approach, textbooks should contain more integrated language activities than individual ones. Secondly, the integrated activities in the textbooks should consist of tasks in a more creative and diverse way, so that students can be exposed to a greater variety of situations, enabling them to practice more aspects of their English.