중학교 2학년 영어 교과서 쓰기 활동 분석

Abstract

The purpose of this study is to analyze the writing activities in English textbooks for second year students in middle school and suggest appropriate proposals for desirable writing tasks to develop the students' language skills. For this purpose, five textbooks based on the revised 2007 national curriculum were selected at random and the writing activities in the textbooks were analyzed by the following two criteria: the writing achievement standards in the revised 2007 national curriculum and its correlation with other language skills - listening, speaking and reading. The results of the analysis are as follows: first, most of the writing activities do not satisfy the various standards of achievement evenly in terms of the revised 2007 curriculum. Most of the writing activities are biased toward the standards, composed of filling in the blank with words and correcting grammar errors, and show low tendency to focus on free writing in sentences. Second, most of the selected five textbooks relate writing tasks with other language functions, but writing activities combining listening occupy the highest portion compared to speaking and reading in the textbooks. On the basis of the results above, this study suggests the followings: First, given that English textbooks are based on the national curriculum, they should evenly reflect the writing tasks corresponding with the achievement standard. Therefore, the textbooks should focus not only on improving vocabulary or grammar, but they need to contain balanced writing activities where students express their ideas and opinion freely. Second, integrated activities such as listening-writing, speaking-writing, reading-writing or more than two language functions with writing should be presented in balance. Exposed to various integrated tasks involving input and output simultaneously, students can improve their communicative language proficiency effectively.