2009 개정 교육과정에 의거한 중학교 2학년 영어 교과서 읽기 영역 분석

Abstract

A Study of Reading Material of Middle School English Year 2 Textbooks Based on 2009 Revised Curriculum

Min seon Choi

Graduate School of Education

Pukyong National University

Abstract

The purpose of this study was to examine the appropriateness of middle school English reading materials in second grader's textbooks based on the 2009 Revised Curriculum and provide suggestions for improvements of textbooks needed through the analysis. In this study, the five types of textbooks out of twenty-five were selected and investigated in terms of writing types, topics and reading activities. In analyzing the materials of the textbooks, three standards were adopted: eighteen topics, the reading achievement criteria suggested in the 2009 Revised Curriculum and Brown's (2002) classification of writing types. The results of this study are as follows: First, the textbooks are overall presenting various material types. In particular textbook B has various types of writing the most among five textbooks. However the text types of reading materials in all textbooks are leaning toward non-literary reading while the percentage of literary reading is the lowest. Second, the degree of topics in reading materials among five textbooks is overall satisfactory based on topic lists suggested by the 2009 Revised English Curriculum. Specifically textbook C suggests as many topics as it can. It means there was no repetition in all units, but other textbooks have the same topics like school life and friendship. It is repetitive within the three units of textbooks A, B, D and E showing the bias in topic use. Third, each textbook shows a proper portion of reading activities in terms of variety and balance in reading achievement standards by the 2009 Revised Curriculum. For example the scanning strategy is shown to be the most frequent strategy in all of the five types of the English textbooks and the inferring context and analyzing vocabulary strategies appeared much more than any other strategies. Here are some suggestions to make up for weak points that are found from this study. First, it seems better to design textbooks with more various genres in balance, for they can be useful sources for students’ indirect experience. Second, it is necessary that there might be no bias in topics and be more diverse. The repetitive use of one topic through several units could be avoided. Third, more diverse reading activities should be presented to increase learners’ reading ability or competence.