2009 개정 교육과정에 따른 중학교 영어교과서 문법항목 및 활동 분석

Abstract

The present study sought to analyze middle school English textbooks based in the 2009 revised national curriculum. Specifically, it was interested in examining (a) how diversely the language forms are presented in the textbooks and (b) how frequently the target language forms are repeated in the other units of the textbooks. To this end, the three textbooks of all three grades (i.e., a total of 9 textbooks) were selected and analyzed. The results of this analysis are as follows. First, among the 40 language forms of 2009 Revised National Curriculum, Textbook A presents 34 language forms in the textbooks, Textbook B presents 32 forms, and Textbook C presents 31 forms. Comparing to the entire number of the language forms guided by 2009 Revised National Curriculum, it seems that all three types of textbooks try to reflect the target language forms. Second, the target language forms of a certain unit are not frequently repeated throughout the given textbook. Specifically, the frequency of the target grammar presented in the other units decreases as it goes to a higher grade. Based on these findings, the following suggestions can be made. First, the results showed that while all the middle school English textbooks seek to offer the target language forms guided by 2009 revised national curriculum, six to nine important language forms in each textbook are not presented in the textbooks analyzed. Therefore, it can be suggested that more important language forms need to be added in the textbooks. Second, the textbooks analyzed were shown to present the insufficient number of the target language forms throughout the textbook. Thus, in order to provide learners with more opportunity to get exposed to important language forms, they may need to be presented repeatedly throughout the textbooks.