2009 개정 교육과정에 따른 초등학교 3~4 학년군 영어교과서의 문자언어활동 분석

Abstract

The purpose of this study is to analyze how the current third and fourth year elementary school English textbooks based on the 2009 revised national English curriculum emphasize literacy education for beginning learners of English. Three kinds of third and fourth year English textbooks were selected and their literacy activities compared. The results of this study can be summarized as follows: First, all textbooks presented reading and writing activities from the first semester of the 3rd grade. However, each textbook presented a different amount of alphabetical letters in each period and different numbers of example words for each letter. Second, all textbooks have a phonics section in each lesson. However, each textbook presented different phonics elements and order of phonics instruction, as well as amounts of sound-letters and example words. Third, the amount of words, phrases and sentences presented in the literacy section of each textbook were somewhat different. Also, the reading and writing activities for words, phrases and sentences involved other language skills. Reading tasks are usually combined with listening or writing tasks, but most writing tasks are combined with reading tasks. Fourth, the literacy activities in all the textbooks roughly correspond to the reading and writing achievement standards of 2009 revised national English curriculum, though varying ratios related to the standards in each textbook were present. The result of analysis suggests that some textbooks require more varied kinds of instructional methods and materials for literacy activities. Also, teachers should control the literacy activities in the textbooks properly and instruct students effectively in the classroom.