The purpose of this thesis is to provide a contrastive analysis of the English textbooks in public schools and those in private institutions, focusing on whether they are in line with the basic ideas of Communicative Language Teaching. In Korea, the ideas and methodologies of Communicative Language ...
The purpose of this thesis is to provide a contrastive analysis of the English textbooks in public schools and those in private institutions, focusing on whether they are in line with the basic ideas of Communicative Language Teaching. In Korea, the ideas and methodologies of Communicative Language Teaching have steadily been being established in English education in public schools. The trends have been reflected in various aspects of English education, including all sorts of journals, teaching seminar, and teaching materials. Our concern in this thesis is that whether private institutions are also amenable to the goal of fostering students' attitude, as well as ability, towards communicating in English. Our concern is well justified when we consider that private institutions have taken up a substantial portion of the English education in Korea, even marginalizing the approaches in public education as slow and inefficient. Being well aware that the English education in private institutions are primarily geared to preparing students for matriculation exams, it is our judgment that their overall influence on English education cannot, and should, not be neglected if one is interested in what the goals of proper English education should be. In this thesis, we investigate the English textbooks that are currently used in private as well as public institutions, examining whether, and how, their approaches to English education are compatible with of the communicative goal of English education. The result of the contrastive analysis shows that the private institutions appear to be immune to all the progress toward the goal of Communicative Language Teaching. Unlike the textbooks in public schools, most of which are shown to follow the basic ideas and methods of the communicative language teaching, those in private institutions take the opposite direction, being filled with all the elements of Grammar-Translation Method. More specifically, the textbooks in public schools adopt features like inductive learning in grammar education, as well as process-oriented, task-based learning activities, enabling the students to learn pronunciation and vocabulary in authentic contexts. In English textbooks in private institutions, however, do not exhibit any of the above activities, exclusively devoted to deductively learning grammar through direct instructions about grammar points, translating tips for reading comprehension and repetitive exercises. In conclusion, the contrastive analysis of the textbooks in public and private institutions shows that they are indeed different from each other in terms of their approaches to English education. Although one might think that the result is predictable in view of the fact that they are supposedly aiming at different goals, we contend that such a result should not be taken for granted if we seriously want to have our English education in general on the right track toward a communicative competence, not letting the private institutions keep turning the clock backwards.
The purpose of this thesis is to provide a contrastive analysis of the English textbooks in public schools and those in private institutions, focusing on whether they are in line with the basic ideas of Communicative Language Teaching. In Korea, the ideas and methodologies of Communicative Language Teaching have steadily been being established in English education in public schools. The trends have been reflected in various aspects of English education, including all sorts of journals, teaching seminar, and teaching materials. Our concern in this thesis is that whether private institutions are also amenable to the goal of fostering students' attitude, as well as ability, towards communicating in English. Our concern is well justified when we consider that private institutions have taken up a substantial portion of the English education in Korea, even marginalizing the approaches in public education as slow and inefficient. Being well aware that the English education in private institutions are primarily geared to preparing students for matriculation exams, it is our judgment that their overall influence on English education cannot, and should, not be neglected if one is interested in what the goals of proper English education should be. In this thesis, we investigate the English textbooks that are currently used in private as well as public institutions, examining whether, and how, their approaches to English education are compatible with of the communicative goal of English education. The result of the contrastive analysis shows that the private institutions appear to be immune to all the progress toward the goal of Communicative Language Teaching. Unlike the textbooks in public schools, most of which are shown to follow the basic ideas and methods of the communicative language teaching, those in private institutions take the opposite direction, being filled with all the elements of Grammar-Translation Method. More specifically, the textbooks in public schools adopt features like inductive learning in grammar education, as well as process-oriented, task-based learning activities, enabling the students to learn pronunciation and vocabulary in authentic contexts. In English textbooks in private institutions, however, do not exhibit any of the above activities, exclusively devoted to deductively learning grammar through direct instructions about grammar points, translating tips for reading comprehension and repetitive exercises. In conclusion, the contrastive analysis of the textbooks in public and private institutions shows that they are indeed different from each other in terms of their approaches to English education. Although one might think that the result is predictable in view of the fact that they are supposedly aiming at different goals, we contend that such a result should not be taken for granted if we seriously want to have our English education in general on the right track toward a communicative competence, not letting the private institutions keep turning the clock backwards.
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#공교육 사교육 영어교재 의사소통
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