2007 개정 교육과정에 따른 중학교 영어교과서와 학습활동책의 문법항목과 문법활동 분석

Abstract

An Analysis of Grammar in Middle School English Textbooks and Activity Books

Yoon, Eun Su

Graduate School of Education Pukyong National University

ABSTRACT

New middle school English textbooks and activity books have been published, from first to third grade by the revised national curriculum in 2011. However, they have not been analyzed, nor verified to see how effective they are to help students’ learning grammar. The purpose of this study is to analyze and verify the efficiency of the textbooks and the activity books, focusing on how well and often grammar is presented and how grammar activities are presented, based on second language acquisition theories. According to current second language acquisition theories, grammar is essential to improve students' communication competence. For this research four kinds of text books and activity books were randomly chosen and analyzed in terms of key grammars shown by the national curriculum. The research also examined various kinds of grammar activities: understanding, output, interactions and 4 language skills which were selected by the researcher. The results of this analysis are as follow: 1. Most of the textbooks presented the language forms by the national curriculum to fit the student’s acquisition level. However, one textbook presented several grammars which are infinitive forms, passive voice, relative forms and indirect questions. 2. Every textbook made an effort to present grammars following the national curriculum guidelines. However, some grammars, for example, it-, adverb 'enough', joining adverb, are hardly presented in the textbooks. Some adverbs and when-, exclamatory sentence are shown in some textbooks only. 3. I made standards which are understanding, output, interaction and 4 skills to examine what type of activities presented to help students learn grammar in the textbooks and activity books. First, as the grades go up, the rate of output of the grammar activities decreases. Textbook C, B respectively presented more output activities than understanding activities. Second, most of the textbooks showed one-way activities. Third, all of the textbooks focused on reading and writing activities to learn grammars and textbook D was the best to show the four skills, listening, speaking, reading, and writing. In the activity books, the rate of understanding activities is higher than output in the four kinds of activity books. Regarding the four skills, all of the activity books shared a lot in terms of reading and writing to learn grammars. Activity book D' was the only one to introduce listening skills. Workbook A' dealt mostly with speaking skills, workbook B' primarily showed integrated skills and workbook D' mostly showed reading skills. From the results above, I suggest that when the textbooks are revised in the future, the should be related to real English communication. In addition, activity books need to show various grammar activities to satisfy the various student levels. Lastly, multiple activities should be introduced to enhance effectiveness of differentiated learning.