초등 3학년 어휘와의 비교를 통한 부산영어도서관 추천도서에

Abstract

The selection of English storybooks for the teacher is difficult in domestic elementary education field because of various levels of student is in one class. For solving these problems, this research is to select the proper storybooks which can cause the interest and motive to English learning through analysis and comparison of the vocabulary of recommended books of Busan English library and the vocabulary of elementary English textbook. Thus, this research has a purpose of suggesting information about reading material selection fitted into the vocabulary of the textbook and providing information about English storybooks. For this, two kinds of elementary third grade English textbooks and 100 Busan English library recommended books are selected as the research objects. The research procedure was that first, it was to accomplish the effective vocabulary learning by the recommend of proper storybooks through comparison the vocabulary of recommended books of Busan English library and the vocabulary of elementary English textbook and analysis of the recommended books with new vocabulary which is not in the textbooks. Second, it was surveyed which storybooks are more proper by unit among the recommended English storybooks in this research through surveying the theme, content and vocabulary by unit from two kinds of elementary third grade English textbooks. In this research, ‘new vocabulary’ means to survey the amount for learning words for the students and is excluded already learned vocabulary, interjection, name and proper noun. As the result from this research, first of all, it was suggested that 45 storybooks which were classified of new vocabulary as 6 stages and less than 40 of new vocabulary were proper to read, and recommended 20 the most proper storybooks among them. And 34 storybooks was recommended among 45 storybooks through re-classified for elementary English textbook as theme, content, and expression. Thus, this research is to be recommended for the learning desire of the students can be satisfied and the problem of insufficient information about storybooks for the teacher can be solved when provided the reading material fitted into each level by consulted the book classification list about new vocabulary of English storybooks and classification list of theme, content, and expression between storybooks and elementary textbook suggested from this research.