중학교 2학년 영어 교과서에 제시된 말하기 과업 분석

Abstract

The purpose of this study is to analyze how well the speaking tasks in middle school English textbooks are presented to help learners improve their English communicative competence. Therefore, I chose five kinds of second year middle school textbooks which are reportedly most commonly used in Busan, and analyzed the speaking tasks in the books based on the following criteria: the achievement standards of the 7th national curriculum, the types of speaking tasks, and the way that the speaking tasks are integrated with other language skills. The results of this study are: (ⅰ) too many speaking tasks are aimed at the two achievement standards of the 7th curriculum from 8-a through to 8-b levels. Moreover, there are not many speaking tasks in the textbooks that meet all the standards of the 7th curriculum, (ⅱ) speaking tasks are somewhat limited to manipulation drills, focusing on forms, rules, and accuracy of language rather than communicative activities that promote interaction, and (ⅲ) speaking tasks are integrated more with listening skills than with reading or writing skills. The current study suggests the achievement standards of the 7th national curriculum need to be more specified for the publishers and authors to reflect them effectively in the textbooks. It further indicates that a variety of speaking tasks should be distributed across the communication interaction activities with other language skills.