중학교 1학년 영어교과서듣기분석: 2009 개정 교육 과정을 바탕으로

Abstract

The purpose of this study is to analyze the listening activities of the 1st grade middle school English textbooks published in 2013 according to the 2009 revised national curriculum. Eight out of twelve middle school English textbooks were randomly chosen and these listening parts were analyzed based on the following criteria: types of listening tasks based on 'a scale for assessing the communicative potential of workouts' by Dubin and Olshtain (1986), listening achievement standards in the 2009 revised national curriculum, and speech rate measurement. The results of this study can be summarized as follows: First, 'selecting the correct pictures' after listening was ranked the highest proportion, 43%, and 'answering the multiple choice question' was ranked second, 14% according to the scale for assessing the communicative potential of workouts by Dubin and Olshtain (1986). Second, the 2009 revised national curriculum introduced nine achievement standards which were intended to provide clear and distinctive standards. All of the listening tasks in the textbooks do not reflect the nine achievement standards but they do satisfy those standards to a certain extent. Among the 9 achievement standards, 'find details after listening to a daily routine or familiar dialogue and speech' ranked first, 33%, and 'do the task after listening to a daily routine or familiar dialogue and speech' ranked second, 25%. The lowest ranked only 1%, which was 'find the context after listening to a daily routine or familiar dialogue and speech.' Third, four kinds of speech rates were measured: words per second (wps), words per minute (wpm), syllables per second (sps), and syllables per minute (spm). The average speech rate of eight textbooks was 180 wpm. The new 2013 textbooks contain dialogues with more than two speakers, and one speaker speaks about a school event, news, a weather forecast, and so on. Compared to the previous theses in 2004, 2009, and 2012, the speech rate was 50 wpm faster and the speaker speaks an average of 3 words per second. With the above findings, each textbook should avoid repetitive listening activities to improve English communicative competence. In addition, more intelligible achievement standards should be presented to make more diverse textbooks. Publishers and textbook authors should consider the speech rate in order to enable better understanding for the students and they should provide authentic materials.