중학교 영어 교과서와 학습활동책의 쓰기 활동 분석

Abstract

The purpose of this study is to analyze the writing activities in middle school English textbooks and activity books from 1st grade to 3d grade. For this study, three middle school English textbooks and activity books were chosen randomly. Firstly, the researcher analyzed the writing activities in the textbooks and the level-differentiated writing tasks in the activity books. This was done in accordance with the achievement standards for writing presented by the revised national education curriculum. Secondly, the researcher examined what factors were used to grade the levels of writing activity for task difficulty. The results of this study are as follow: First, the selected textbooks reflected most of the achievement standards for writing except one or two items. The activity books showed that the writing activities did in fact satisfy particular items of the achievement standards for writing. It could be suggested that this phenomenon was more commonly present within the lower writing activities. The writing activities for the low-leveled students seemed to focus on completing the sentences using given words. Second, the result of the analysis of factors for grading task complexities can be indicated with four. 1)A pictorial medium was mostly used in writing activities for the advanced students. This contrasts with the finding that a written medium was mostly used for the lower level tasks. In terms of code complexity, two publishing companies have a tendency to give short sentences for most of the writing activities. Paragraphs(with more complex sentence structure) appear in the more advanced levels. It was found that only one out of three publishing companies gives paragraphs to three different ability levels equally. 2)Negotiation with others and integration with other language skills tended only to occur on within the advanced level. 3)The proportion of controlled writing was extremely high compared to guided writing and free writing in all levels. Free writing could hardly be seen and guided writing could be found in the intermediate and the advanced level. 4)Most writing activities in the lower level tasks usually required closed outcomes. Whereas writing requiring open outcomes was evident in the advanced level. According to the results, this study suggests the followings: Primarily, textbooks and activity books have to give level-differentiated students various and carefully planned writing experiences. It seems to be a problem to give the lower level the same tasks of completing sentences using given words. The opportunity to express their thoughts and opinions has to be offered to the every student regardless of their English ability. Secondly, the achievement standards need to be described explicitly. Some sentences have too wide concept and very narrow activities at the time. This makes it very difficult to understand and classify the writing activities. Lastly, it is necessary to examine writing activities according to contents and forms.