2009 개정 교육과정에 따른 중학교 1학년 영어 교과서 말하기 활동 분석

Abstract

The purpose of this study is to analyze many aspects of "speaking activities" in middle school English textbooks which were published for the first-grade middle school students based upon the 2009 Revised National Curriculum. For this study, five middle school textbooks written by five different groups of authors were randomly selected and examined using seven different qualitative criteria. The seven criteria are the evaluations for developing the relationship between speaking activities and overall standards of the revised curricula, activity themes, input data, settings, activity types, language skills, and communicative functions. The result of data analysis showed that the standards of achievement in the 2009 revised curriculum were properly reflected in some textbooks whereas the others either omitted or biased our criteria. Despite many interesting and familiar subject matters, all five textbooks lacked subject matters for creativity and cultural understanding. In regards to input data of the speaking activities, dialogue form and illustration were popular as shown an attempt to induce students’ interests for the motivation of speaking activities. In conclusion, several suggestions are made to provide better context in order to accomplish our criteria with respect to speaking activities for curriculum authors; clearer and more articulate achievement standards; more group activities than individual work for students to learn team-work skills; and lastly more balanced proportional composition of various activities such as creative problem-solving tasks.