본 연구는 2007 개정 교육과정에 의해 편찬된 중학교 3학년 영어 교과서 중 부산지역에서 가장 널리 사용되는 4종을 선정하여 각 교과서와 학습활동책에 제시되어 있는 ‘언어형식’ 즉 문법이 학습자의 의사소통능력 향상에 도움이 되도록 구성되어 있는지 분석하여 그 효능성을 검증하는 데 목적이 있다. 이를 위하여 Ur(1988)의 문법 교육 4단계에 기초하여 각 교과서 및 학습활동책에서 문법 항목들을 적절하게 제시 및 설명하고 있는지, 제시된 문법 ...
본 연구는 2007 개정 교육과정에 의해 편찬된 중학교 3학년 영어 교과서 중 부산지역에서 가장 널리 사용되는 4종을 선정하여 각 교과서와 학습활동책에 제시되어 있는 ‘언어형식’ 즉 문법이 학습자의 의사소통능력 향상에 도움이 되도록 구성되어 있는지 분석하여 그 효능성을 검증하는 데 목적이 있다. 이를 위하여 Ur(1988)의 문법 교육 4단계에 기초하여 각 교과서 및 학습활동책에서 문법 항목들을 적절하게 제시 및 설명하고 있는지, 제시된 문법 연습 단계의 활동들이 학습자의 의사소통능력의 신장이라는 교육과정 목적에 잘 부합하는지, 평가 방식 또한 적합한지 분석하고자 한다. 이를 통해 앞으로 개정될 영어 교과서 편찬에 있어서 문법 영역의 개선방안을 모색하고자 한다.
본 연구는 2007 개정 교육과정에 의해 편찬된 중학교 3학년 영어 교과서 중 부산지역에서 가장 널리 사용되는 4종을 선정하여 각 교과서와 학습활동책에 제시되어 있는 ‘언어형식’ 즉 문법이 학습자의 의사소통능력 향상에 도움이 되도록 구성되어 있는지 분석하여 그 효능성을 검증하는 데 목적이 있다. 이를 위하여 Ur(1988)의 문법 교육 4단계에 기초하여 각 교과서 및 학습활동책에서 문법 항목들을 적절하게 제시 및 설명하고 있는지, 제시된 문법 연습 단계의 활동들이 학습자의 의사소통능력의 신장이라는 교육과정 목적에 잘 부합하는지, 평가 방식 또한 적합한지 분석하고자 한다. 이를 통해 앞으로 개정될 영어 교과서 편찬에 있어서 문법 영역의 개선방안을 모색하고자 한다.
The purpose of this study is to compare and analyze the 3rd-year middle school English textbooks and their activity books, focusing on how well grammar and its activities are presented in the communicative contexts. To achieve this purpose, four sets of middle school English textbooks and their...
The purpose of this study is to compare and analyze the 3rd-year middle school English textbooks and their activity books, focusing on how well grammar and its activities are presented in the communicative contexts. To achieve this purpose, four sets of middle school English textbooks and their activity books based on the 7th Revision of the national curriculum were selected. They were analyzed according to Penny Ur's stages of the organization of grammar teaching (Presentation, Isolation and Explanation, Practice, and Test). The results of this analysis are as follows: First, all of the four textbooks offered various grammar items according to the revised national curriculum. However, only 8 out of 16 grammar items were presented in all four books, which means that learners study different grammar items according to their textbooks and there is little similarity of grammar concepts between the textbooks. Next, in the presentation stage, all of the four textbooks used noticing and input enhancement techniques for structuring input to learners. And in the isolation and explanation stage, only two activity books explains the suggested grammar in detail with examples and accurate explanation in learner's mother tongue. Finally, in the practice stage, there are a few activities for 'language use'. 89% of practice activities are meaning-based practice and 4.1% are form-based practice. That is to say, 93.1% of practice activities are for 'language practice' and not for 'language use'. And in the test stage, all the test items are composed of selection-type items and short answer type items. All the test items measure grammatical knowledge rather than communicative competence. The results of this study give some implications. First, more explanations with learner's mother tongue and examples with context and situation are needed in textbooks and activity books. Second, in the practice and test stage, a considerable effort is required to develop appropriate activities in which grammar is contextualized in meaningful language use for the progress of communicative competence. Finally, level-differentiated test items have to be included in the test stage.
The purpose of this study is to compare and analyze the 3rd-year middle school English textbooks and their activity books, focusing on how well grammar and its activities are presented in the communicative contexts. To achieve this purpose, four sets of middle school English textbooks and their activity books based on the 7th Revision of the national curriculum were selected. They were analyzed according to Penny Ur's stages of the organization of grammar teaching (Presentation, Isolation and Explanation, Practice, and Test). The results of this analysis are as follows: First, all of the four textbooks offered various grammar items according to the revised national curriculum. However, only 8 out of 16 grammar items were presented in all four books, which means that learners study different grammar items according to their textbooks and there is little similarity of grammar concepts between the textbooks. Next, in the presentation stage, all of the four textbooks used noticing and input enhancement techniques for structuring input to learners. And in the isolation and explanation stage, only two activity books explains the suggested grammar in detail with examples and accurate explanation in learner's mother tongue. Finally, in the practice stage, there are a few activities for 'language use'. 89% of practice activities are meaning-based practice and 4.1% are form-based practice. That is to say, 93.1% of practice activities are for 'language practice' and not for 'language use'. And in the test stage, all the test items are composed of selection-type items and short answer type items. All the test items measure grammatical knowledge rather than communicative competence. The results of this study give some implications. First, more explanations with learner's mother tongue and examples with context and situation are needed in textbooks and activity books. Second, in the practice and test stage, a considerable effort is required to develop appropriate activities in which grammar is contextualized in meaningful language use for the progress of communicative competence. Finally, level-differentiated test items have to be included in the test stage.
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