2007 개정교육과정에 따른 중학교 3학년 영어교과서 듣기·말하기활동 분석

Abstract

The purpose of this study is to examine whether the third grade middle school English textbooks are developed properly on the basis of 2007 revised curriculum according to its revised aims, which are focused on the communicative use of language. This study intends to analyze whether the listening and speaking achievement standards are reflected satisfactorily and what kinds of tasks are presented in the five revised textbooks and activity books. The results of the analysis are as follows. First, both listening and speaking activities seemed to correspond with the achievement standards of the revised curriculum, but the majority of activities were found to concentrate on certain standards, not covering all of the standards equally. In case of listening, there were many activities that check whether learners understand the specific contents, overall contexts, main ideas or gists, while there were not many activities that infer the contexts or ending after listening partially. In case of speaking, role playing using the dialogues learned was shown to be the most frequent achievement standard in all the books examined. The speaking achievement standards seemed to be less reflected than the listening standards because they place too much emphasis on role plays and the three least frequent standards were found not to appear in some books. The achievement standards focused on understanding in listening and role playing in speaking still exist in the revised textbooks and activity books. Second, tasks that were designed to select right pictures after listening were mainly presented in the types of listening tasks. Activities that were utilized for the lowest level in activity books were composed of tasks that learners can choose the right pictures or answers relatively easily after listening and they prefer certain types of activities. All five books prefer certain types on each level and have various and difficult types of tasks as levels go higher. In case of speaking, the most frequent task is activities related to describe pictures and examples shown in all books, and in activity books, the degree of difficulty of tasks became higher by levels. In conclusion, activities were focused on some standards and types of tasks were fixed. The listening and speaking tasks need to be more diverse and balanced to meet the achievement standards. The textbooks that integrated with other language skills need to be developed properly and teachers need to apply various ways to help their students acquire four language skills.