2009개정 교육과정 중학교 영어교과서 말하기 영역 비교분석 연구

Abstract

The present study attempts to analyze and evaluate the speaking sections of middle school English textbooks, which were designed based upon the 2009 Revised National Curriculum. The process of this study is as follows. First, the textbook components were analyzed based on the analysis criteria presented by Van Ek and Trim (1990). Since the 2009 Revised National Curriculum suggests appropriate topics for middle school students, it is important to check if those topics were properly reflected in all textbooks. Second, with Halliday's (2006) language functions, the language skills and communicative functions of textbooks were investigated. Lastly, using the standards of accomplishment written in the 2009 Revised National Curriculum, speaking tasks of the textbooks were examined. For this study, 3 different types of textbooks, a total of 9 textbooks were used, ranging from Level 1 to 3. The textbooks were randomly selected. The following are the results of the study. In terms of textbook components, not all topics from the 2009 Revised National Curriculum were implemented. However, the topics were cyclically established so that effective learning seemed possible. On the other hand, only a few language functions were adapted in the textbooks which are not enough to improve students communicative competence. Also, it is found that the standards of achievement in the 2009 Revised National Curriculum were not properly reflected in the textbooks showing overuse of role-playing tasks. The results suggest that textbook components, types of speaking task and communication functions should be diverse. In addition, the 2009 Revised National Curriculum is not efficiently reflected in the textbooks, so further research is required.