2015 개정 교육과정에 따른 중학교 2학년 영어 교과서 쓰기 활동 분석

Abstract

The purpose of this study was to analyze the writing activities in second-year middle school second year English textbooks based on the 2015 revised National Curriculum to investigate the diversity of writing activity types, the writing activities for each genre, and the utility of the achievement criteria of the 2015 curriculum as reflected in current English textbooks. Moreover, the results of this study were compared with Lee (2019) to investigate the differences in writing activities in first year middle school English textbooks based on the 2015 curriculum. For this purpose, eight out of thirteen textbooks available nationwide, especially their writing activities, were examined according to Lee's (2019) evaluation criteria to compare the writing activity types, the diversity of genres, and the achievement criteria of the first-year and second-year textbooks in each of the chosen textbooks. The findings of the study are summarized as follows: The results showed the proportion of guided writing activities was over 50%, the highest in diversity of writing activity types in the target textbooks. On the other hand, the proportion of controlled writing and free writing activities was relatively low. Personal writing was the most prominent genre utilized in the eight textbooks, followed by academic writing. Specifically, the proportion of personal writing is 43.7%, the highest proportion, and academic writing accounts for 21.2%, the second highest proportion in diversity of writing activities for each genre in the target textbooks. In comparison, social writing (writing for social purpose) and public writing held the lowest proportion in the target textbooks. The proportion of descriptive writing (describing surroundings) was the highest according to the achievement criteria based on the curriculum reflected in the target textbooks. Additionally, expressing one’s own opinions or emotions and writing about personal experiences or plans accounted for the second highest portion. On the other hand, writing simple invitations, notes of appreciation, congratulations, consolation, and diaries were insignificant, accounting for 3.4%, the lowest proportion. Finally, the results from comparing the first-year and second-year writing activities in the target textbooks showed that guided writing accounted for 50% of the writing activities for each respective year. The proportion of controlled writing decreased slightly and the proportion of free writing increased slightly from the first year to the second year. Moreover, the highest proportion by genre for writing activities was different between those of the first and second year. Academic writing accounted for the highest portion, followed by social writing in the first year. Lastly, the proportion of descriptive writing according to the utility of the achievement criteria was the highest from both the first and the second year target textbooks. The current study results can help teachers understand the features of the target textbooks and how to teach writing effectively to target learners.