초등 3~4학년 영어교과서와 지도서의 수준별 학습 활동 분석

Abstract

An analysis of differentiated learning activities to elementary school English textbooks and teacher's guides

Shin, Yu Jeong

Graduate School of Education Pukyong National University

Abstract

Since the seventh national curriculum, differentiated learning has been optionally applied in schools. Based on its importance, it was revised in 2008. The purpose of this study is to investigate differentiated learning activities in elementary English textbooks, as well as teacher's guides for more effective differentiated learning. It would be beneficial to analyze language functions of various differentiated learning activities to find factors dividing activity levels. Therefore, the research questions of this study are: (1) Do the differentiated activities include four functions of language evenly, while integrating the functions throughout the third and fourth grade elementary school English textbooks and teacher's guides? (2) How does each differentiated learning activity in textbooks and teacher's guides reflect the different levels? For this research, 16 elementary school English textbooks and teacher's guides were selected. All elementary English textbooks for both third and fourth grade include differentiated learning activities. The overall findings are as follows: First, all the differentiated learning activities for third grade English textbooks and teacher's guides included the functions of listening and speaking in the first semester. In the second semester only two out of four textbooks and teacher's guides offered differentiated learning activities for reading and writing functions. In the fourth grade, reading and writing activities accounted for 21.1% of textbook D. The rest of the textbooks included reading and writing activities with lower ratios. Most differentiated learning activities in textbook A, B, and D had three factors: task difficulty, linguistic complexity, and task condition. Otherwise, in textbook C, 36.6% of differentiated learning activities had only one factor, task difficulty. This study suggests that the activities for high level students should deal with more language functions such as reading and writing and those functions need to be offered integratedly. There have been few studies on what factors for differentiated learning activities have an effective result when teachers manage the real class, as well as what factors for differentiated learning activities are more suitable for learners studying English.