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

Abstract

The purpose of this study is to analyze reading section in 8th grade English textbooks that are used in middle schools in Korea under the 2009 national curriculum and provide suggestions for improvements of textbooks. For this study, five middle school English textbooks were randomly chosen and the reading materials and reading activities were analyzed. The results of the passage type analysis are as follows. First, there were wide variations in diversity of passage types among the textbooks. And the text types of reading materials in all textbooks were leaning toward non-literary reading while the percentage of literary reading was the lowest. Second, although there were a little gaps between textbooks, the diversity of topics in reading materials in the textbooks was generally satisfactory according to topic list suggested in the revised national curriculum. Topics of 'introduction of Korean culture', 'social change', 'welfare promotion of individuals' and 'patriotism, reunification and security awareness' were dealt only one time though. Third, reflection rate of the achievement criteria in analyzed five textbooks was weighted towards a particular criteria: read the text and understand details. Fourth, post-reading activities were given a great deal of weight on the textbook whereas during-reading activities lacked variety. Overall, reading activities were not evenly distributed throughout the textbooks. Here are some suggestion to make up for weak points found in this study. First, it is important to design textbooks with various passage types in balance. In particular, English textbooks should give more coverage to the literary reading materials. Second, diverse topics should be presented in textbooks. There might be no bias in topics. Repetitive use of one topic through several units should be avoided. Third, each achievement criterion should be reflected evenly in textbooks to provide learners with a variety of language exposure and to improve their reading competence. Fourth, there should be more consideration put into the reading activities found in English textbooks. Pre-, during- and post-reading activities should be presented in textbooks in a balanced way for diverse reading activities can increase learner's reading abilities.