초등학교 영어교과서와 중학교 영어교과서의 연계성

Abstract

ABSTRACT

Continuity from Elementary to Middle School English Textbooks

Ji Hoon Park Elementary English Education The Graduate School of Education Pukyong National University

The purpose of this study is to analyze the continuity between 6 grade elementary school (E6 textbooks) and grade 1 middle school English textbooks (M1 textbooks). In relation to this study, continuity can be defined as, the continuous progression of concepts and material. This study examined the quantity of vocabulary and sentences, sentence length, the number of complex words which are, the words that are more than 3 syllables, and readability for the reading sections. To analyze continuity of the listening portion, this study investigated the amount of vocabulary used during a 6 turn cycle, the speed of speaking a 6 turn cycle, sentence length, and the number of complex words spoken. Also, this study verified the continuity between chapters in each textbook, as well as, between the textbooks. For this study, three different kinds of textbooks were randomly chosen from each grade(grade 6 elementary school and grade 1 middle school). The findings of the analysis are as follows: First, for the reading part, the amount of vocabulary, sentences, and complex words in M1 textbooks were increased more than 2 times compared with E6 textbooks. Consequently, the students felt that the M1 textbook was too complicated. Second, for the listening sections, there was a minor gap between the amount of vocabulary in the 6 turn cycle, the speed of speaking the 6 turn cycle, and sentence length. The quantity of complex words was virtually equivalent, but it varied depending on which English textbook was used. Third, the degree of difficulty in the reading and listening sections is comparatively dissimilar depending on which English textbook it was. Moreover, the statistics about the quantity of vocabulary and sentences, sentence length, and the number of complex words were various between lessons. Based on the results listed above, some suggestions are as follows: First, it is good to decrease the amount of vocabulary and sentences in the first semester of M1 and to increase them in the second semester. Doing so, M1 students will not feel that the textbook is too complicated when they start their first year of middle school. This will aid in having a natural continuity between chapters. Second, since the difficulty of the listening sections was diverse between lessons, it should be adjusted through methods such as that I had proposed previously. However, I do not believe that producing greater continuity between English textbooks is the sole solution. There can be various alternatives that middle school teachers may prefer according to their students' level of English. When English teachers designate English textbooks, they should contemplate the level of the English textbooks and the level of their students. To achieve greater continuity between English textbooks, further development needs to be made by elementary and middle school textbook writers, and they should carefully examine one another's textbooks. Also, elementary and middle school teachers need to distinguish which textbook is appropriate for their students, since there is an array of textbooks they can choose from.