2009개정 교육과정에 따른 중학교 1학년 영어교과서의 쓰기 분석

Abstract

The purpose of this study is to analyze the writing activities in English textbooks for first year students in middle school. To this end, five textbooks based on the revised 2009 national curriculum were selected at random and the writing activities in the textbooks were analyzed with the following three criteria: the writing achievement standards in the revised 2009 national curriculum, correlation with other language skills - listening, speaking and reading, writing material based on the revised 2009 national curriculum. The results of the analysis are as follows: first, most of the writing activities do not satisfy the various standards of achievement in a balanced way in terms of the revised 2009 curriculum. Most of the writing activities are biased toward the standard, composed of filling in the blank with words. Second, most of the selected five textbooks relate writing tasks with other language skills, but writing activities combining reading occupy the highest portion compared to speaking and listening activities in the textbooks. Writing activities combining three language skills are not presented in the textbooks. Third, except one textbook, most of the textbooks contain familiar writing topics related to students` personal lives. Most of the textbooks do not contain other topics which were presented in the revised curriculum. From the results, some suggestions can be made: First, given that English textbooks are based on the 2009 revised national curriculum, they should evenly reflect the writing tasks corresponding with the achievement standard detailed in the national currirculum. Second, integrated activities such as listening-writing, speaking-writing, reading-writing or activities combining three or more skills with writing should be presented in a balanced way. Third, students should be provided with various writing material. In particular, it is very important that textbooks contain the extra topics presented in the revised curriculum.