영어과 교육과정의 문제점 분석과 발전 방향
Current issues and future directions of the national English curriculum in Korea.
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This study compares and contrasts the 7^th National English Curriculum of 1997 (Ministry of Education, promulgation 1997-15), the Revised 7^th National English Curriculum of 2006 (Ministry of Education and Human Resources Department, promulgation #2006-75), and the newly Revised National English Curriculum of 2008 (Ministry of Education, Science and Technology, promulgation 2008-160) by examining modifications and revisions to pinpoint key issues and implications. Through analyses of the English curriculum in Korea, the present study attempts to provide future directions for development of a more congruent primary level English curriculum. The following four suggestions stemming from the study results are offered. First, the revision of the English curriculum should not be rushed and an autonomous institution should be designated which can assess the long-term ramifications of educational effectiveness. Second, in order to achieve continuity of English education, a systematic approach needs to be adopted in sequentially revising and connecting primary, middle, and high school level curricula. Third, words including borrowings and derived words need to be appropriately selected and the number of permitted vocabulary items should be increased. Lastly, achievement standards need to be matched with appropriate communicative functions that are clearly presented with relevant examples.
Abstract
This study compares and contrasts the 7^th National English Curriculum of 1997 (Ministry of Education, promulgation 1997-15), the Revised 7^th National English Curriculum of 2006 (Ministry of Education and Human Resources Department, promulgation #2006-75), and the newly Revised National English Curriculum of 2008 (Ministry of Education, Science and Technology, promulgation 2008-160) by examining modifications and revisions to pinpoint key issues and implications. Through analyses of the English curriculum in Korea, the present study attempts to provide future directions for development of a more congruent primary level English curriculum. The following four suggestions stemming from the study results are offered. First, the revision of the English curriculum should not be rushed and an autonomous institution should be designated which can assess the long-term ramifications of educational effectiveness. Second, in order to achieve continuity of English education, a systematic approach needs to be adopted in sequentially revising and connecting primary, middle, and high school level curricula. Third, words including borrowings and derived words need to be appropriately selected and the number of permitted vocabulary items should be increased. Lastly, achievement standards need to be matched with appropriate communicative functions that are clearly presented with relevant examples.
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