2015 개정 5-6학년 영어교과서 문화내용 분석: 2015 개정 3-4학년과 2009 개정 5-6학년 영어교과서 문화내용과 비교하며
An analysis of cultural contents in the 2015 curriculumbased 5th -6 th grade English textbooks: In comparison of cultural contents in the 2015 curriculum-based 3rd -4 th grade and the 2009 curriculum-based 5th -6 th grade English textbooks.
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This study aims to analyze cultural contents in the 2015 curriculum-based 5th -6 th grade English textbooks in terms of cultural topics, backgrounds and dimensions, and compare them with those in the 2015 curriculum-based 3rd -4 th grade and the 2009 curriculum-based 5th -6 th grade English textbooks, respectively. The results were as follows: 1) With regard to cultural topics in the 2015 curriculum-based English textbooks, topics about the daily lives of people of various cultures accounted for a total of 83.8% of cultural topics, marginalizing other culture topics suggested in the 2015 curriculum for English and worsening the imbalance that already existed in the 2015 curriculum-based 3rd -4 th grade and the 2009 curriculum-based 5th -6 th grade English textbooks. 2) Concerning cultural backgrounds, English textbooks contained cultural contents of the expanding circle the most, followed by those in the inner circle, the outer circle and universal culture in order across the grade groups and the curriculum. 3) Regarding cultural dimensions, practices and products were responsible for 91.7% and 91.9% of cultural contents in the 2015 curriculum-based 3rd -4 th and 5 th -6 th grade English textbooks, respectively, worsening the imbalance in cultural dimensions of the 2009 curriculum-based 5th -6 th grade English textbooks. Based on these findings, suggestions were made for the curriculum for elementary English and the development of elementary English textbooks. (209 words)
Abstract
This study aims to analyze cultural contents in the 2015 curriculum-based 5th -6 th grade English textbooks in terms of cultural topics, backgrounds and dimensions, and compare them with those in the 2015 curriculum-based 3rd -4 th grade and the 2009 curriculum-based 5th -6 th grade English textbooks, respectively. The results were as follows: 1) With regard to cultural topics in the 2015 curriculum-based English textbooks, topics about the daily lives of people of various cultures accounted for a total of 83.8% of cultural topics, marginalizing other culture topics suggested in the 2015 curriculum for English and worsening the imbalance that already existed in the 2015 curriculum-based 3rd -4 th grade and the 2009 curriculum-based 5th -6 th grade English textbooks. 2) Concerning cultural backgrounds, English textbooks contained cultural contents of the expanding circle the most, followed by those in the inner circle, the outer circle and universal culture in order across the grade groups and the curriculum. 3) Regarding cultural dimensions, practices and products were responsible for 91.7% and 91.9% of cultural contents in the 2015 curriculum-based 3rd -4 th and 5 th -6 th grade English textbooks, respectively, worsening the imbalance in cultural dimensions of the 2009 curriculum-based 5th -6 th grade English textbooks. Based on these findings, suggestions were made for the curriculum for elementary English and the development of elementary English textbooks. (209 words)
참고문헌 (29)
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