극화활동을 고려한 초등영어교육과정의 방향
On the Directions of the Primary English Curriculum Considering Dramatized Activities
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The purpose of this study is to present the directions of the primary English curriculum considering dramatized activities. In order to achieve this purpose, the primary English curriculum and the class video were analysed in terms of dramatized activities, and the in-depth interviews were carried out. The results revealed that drama activities based on the level of learners were not used adequately in the Primary English Curriculum. It was also shown that the role plays of the textbooks based on the achievement standards of the curriculum were not used dynamically due to the mimicry-memorization and the repetition drills of dialogue scripts without involving creative activities of learners. Dramatized activities should encourage children to speak and give them the chance to communicate by developing incomplete dialogue creatively, even with limited language, using non-verbal communication, such as body movements and facial expressions. Thus, in this paper, it is proposed that the National Curriculum should include a variety of dramatized activities in the achievement standards and the teaching-learning methods, and the textbooks should use the dramatized activities based on the levels of learners.
Abstract
The purpose of this study is to present the directions of the primary English curriculum considering dramatized activities. In order to achieve this purpose, the primary English curriculum and the class video were analysed in terms of dramatized activities, and the in-depth interviews were carried out. The results revealed that drama activities based on the level of learners were not used adequately in the Primary English Curriculum. It was also shown that the role plays of the textbooks based on the achievement standards of the curriculum were not used dynamically due to the mimicry-memorization and the repetition drills of dialogue scripts without involving creative activities of learners. Dramatized activities should encourage children to speak and give them the chance to communicate by developing incomplete dialogue creatively, even with limited language, using non-verbal communication, such as body movements and facial expressions. Thus, in this paper, it is proposed that the National Curriculum should include a variety of dramatized activities in the achievement standards and the teaching-learning methods, and the textbooks should use the dramatized activities based on the levels of learners.
참고문헌 (21)
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