An Examination of English Teaching Materials with Focus on the Prosodic and Discourse Features
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By the advent of spoken corpora, resources and descriptions of native speakers’ English usage are widely available. The insights from these corpora have been rarely applied to the design of textbooks published for English as a Foreign Language (EFL) learners. Consequently, the present study aims to apply these insights to the examination of middle school English textbooks used in Korea. This study investigates whether the EFL learners’ target language materials reflect authentic usages of native English speakers. The presentations of prosodic and discourse features in the conversation sections of the middle school English textbooks were carefully examined through comparison with a native speaker corpus, Longman Grammar of Spoken and Written English (LGSWE). A total of fifteen middle school English textbooks from five publishers (first through third grade) were selected based on responses from 178 middle school students from survey questionnaires. The findings show a big gap between the middle school English textbooks and the authentic usage of English. The study builds its foundation upon the importance of providing EFL learners with authentic language materials to facilitate their communicative competence in the target language.
Abstract
By the advent of spoken corpora, resources and descriptions of native speakers’ English usage are widely available. The insights from these corpora have been rarely applied to the design of textbooks published for English as a Foreign Language (EFL) learners. Consequently, the present study aims to apply these insights to the examination of middle school English textbooks used in Korea. This study investigates whether the EFL learners’ target language materials reflect authentic usages of native English speakers. The presentations of prosodic and discourse features in the conversation sections of the middle school English textbooks were carefully examined through comparison with a native speaker corpus, Longman Grammar of Spoken and Written English (LGSWE). A total of fifteen middle school English textbooks from five publishers (first through third grade) were selected based on responses from 178 middle school students from survey questionnaires. The findings show a big gap between the middle school English textbooks and the authentic usage of English. The study builds its foundation upon the importance of providing EFL learners with authentic language materials to facilitate their communicative competence in the target language.
참고문헌 (29)
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