제 7차 개정교육과정에 따른 중학교 3학년 영어 교과서 쓰기 활동 분석

Abstract

The purpose of this study is to analyze the writing activities in middle school 3rd grade textbooks and activity books published based on the 7th Revised National Curriculum. The writing activities in 8 selected textbooks and activity books were examined. The writing activity materials were analyzed on the basis of two criteria, which were River's (1981) five writing stages and the achievement standards in the Revised National Curriculum. The findings of this study can be summarized as follows: First, the proportion of controlled writing activities is the highest in the textbooks, which ranges from 50.9% to 85.9% and is followed by those of guided writing and free writing in order. In the activity books, controlled writing activities are presented at a higher percentage than in the textbooks. More than half of the controlled writing activities come under the third stage of recombination type. Second, writing activities in the target textbooks and activity books do not perfectly comply with the achievement standards of the Revised National Curriculum. A large number of the activities appears to excessively concentrate on the two or three elements of the achievement standards, which fall under the controlled and guided writing. Based on the above findings, this study suggests the following: First, it seems necessary for more free writing activities to be presented in textbooks and activity books, where students can incorporate their own thoughts and ideas. This will lead them to form positive attitudes towards writing activities by making them feel more interested and motivated in writing. Second, textbooks and activity books may provide students with the writing activities which reflect all kinds of elements of the achievement standards selectively provided by the 7th Revised National Curriculum. Finally, the content of writing activities in textbooks and activity books needs to be closely related and meaningful to students' communicative needs, which can offer the opportunities for students to make better use of their writing ability in their daily lives. This will help them acquire the competence of communication and attain the ultimate goal of our English education in the long run. Therefore, the efforts to explore a variety of areas where writing activities can be put to practical need to be made in a continuous way.