2015 개정 초등 3, 4학년 영어 검정 교과서의 문자언어 학습내용 비교 분석
A comparative analysis of the written language contents in third and fourth grade elementary English textbooks developed for the 2015 revised national curriculum
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
This study aims to analyze and compare the contents and activities of the written language in third and fourth grade elementary English textbooks developed for the 2015 revised national curriculum. For this purpose, first, the lesson structures of five kinds of textbooks were compared, and the reading and writing contents were analyzed according to four categories based on the achievement standards of the English national curriculum: alphabet learning, phonics learning, word learning, and phrase and sentence learning. The results of the study were as follows. First, compared to the previous textbooks,the current elementary English textbooks provided more opportunities to review the written language in follow-up activities. In addition, the textbooks provided rich supplementary materials and activities for reading and writing through the teachers’ guides and CD-ROMs. Second, there were wide discrepancies in the selection of phonics elements and teaching sequence in phonics instruction, and there also existed big differences in the number of words, phrases,and sentences presented in written language in each textbook. Based on these findings, the study suggests that the standards for phonics instruction and the amount of the written language appropriate for the grade level should be specified in the national curriculum.
Abstract
This study aims to analyze and compare the contents and activities of the written languagein third and fourth grade elementary English textbooks developed for the 2015 revisednational curriculum. For this purpose, first, the lesson structures of five kinds of textbookswere compared, and the reading and writing contents were analyzed according to fourcategories based on the achievement standards of the English national curriculum: alphabetlearning, phonics learning, word learning, and phrase and sentence learning. The results ofthe study were as follows. First, compared to the previous textbooks, the current elementaryEnglish textbooks provided more opportunities to review the written language in follow-upactivities. In addition, the textbooks provided rich supplementary materials and activities forreading and writing through the teachers’ guides and CD-ROMs. Second, there were widediscrepancies in the selection of phonics elements and teaching sequence in phonicsinstruction, and there also existed big differences in the number of words, phrases, andsentences presented in written language in each textbook. Based on these findings, the studysuggests that the standards for phonics instruction and the amount of the written languageappropriate for the grade level should be specified in the national curriculum.
참고문헌 (24)
- 교육부, "2015 개정 영어과 교육과정" (2015), 교육부
- 교육과학기술부, "2009 개정 영어과 교육과정" (2011), 교육과학기술부
- 김혜련, "2009 개정 교육과정에 따른 초등 3, 4학년 영어 교과서의 문자언어 내용 및 활동 분석", 한국초등교육, 25(3), pp.53~73 (2014), 초등교육연구원[DOI]
- 박영예, "7차 초등영어 교재의 읽기 내용 분석", Foreign Languages Education, 12(3), pp.271~293 (2005), 한국외국어교육학회
- 박영예, "2008 개정 초등학교 4학년 영어 7종 검정 교과서의 phonics 학습 요소 분석", 영어영문학연구, 40(3), pp.145~171 (2014), 대한영어영문학회[DOI]
- 서미옥, "초등학교 영어 읽기 교육에 대한 교사의 인식 조사 및 개선 방향", 학습자중심교과교육연구, 17(20), pp.421~445 (2017), 학습자중심교과교육학회[DOI]
- 손화경, "2009 개정 교육과정에 따른 초등학교 3~4 학년군 영어교과서의 문자언어활동 분석", 석사, 영어교육전공, pp.2014
- 유지애, "2009 개정 교육과정에 따른 초등학교 3, 4학년 영어 교재에 대한 만족도 조사 연구", 교육논총, 34(3), pp.215~236 (2014)
- 미래 사회 대비 핵심역량 함양을 위한 국가 교육과정 구상, "이근호", 한국교육과정평가원, ~, pp.한국교육과정평가원 연구보고 RRC 2014-4 (2012)
- 이영아, "2009 개정 초등영어 교육과정에 대한 교사들의 인식과 요구 조사", 초등영어교육, 21(2), pp.5~37 (2015), 한국초등영어교육학회
- 이완기, "초등영어 학습부진아의 발생 요인과 대책", 초등영어교육, 20(1), pp.5~27 (2014), 한국초등영어교육학회
- 주형미, "교과서 다양화를 위한 초등학교 영어 교과서 개선 방안 연구", 교과교육학연구, 16(1), pp.257~283 (2012), 교과교육연구소[DOI]
- 정지영, "2008 개정 초등 영어 검인정 교과서의 문자언어 지도 체계와 내용 비교", 석사, 초등교육학과 초등영어교육전공, pp.2012
- 최지혜, "균형적 영어 문식성 교수 접근법 관점에서 초등 영어 3·4학년 교과서에 나타난 문자지도 분석", 석사, 초등영어교육전공, pp.2012
- 최희경, "초등 영어 읽기 교육에 대한 교사와 학생들의 인식 연구", 초등영어교육, 19(4), pp.249~278 (2013), 한국초등영어교육학회
- 황필아, "2015 개정 초등영어 교육과정의 읽기 성취기준 적정성 연구", 영어교과교육, 15(4), pp.147~165 (2016), 한국영어교과교육학회[DOI]
- Barbara, H., "Teaching English as a second or foreign language", pp.169~184 (1991), Heinle &Heinle Publishers
- Bryant, P., "Children’s reading problems" (1985), Basil Blackwell
- Cameron, L., "Teaching languages to young learners" (2001), CUP
- Cunningham, P. A., "Phonics they use: Words for reading and writing" (2009), Pearson Education, Inc
- Ehri, L., "Phases of development in learning to read words by sight", Journal of Research in Reading, 18(2), pp.116~125 (1995)
- Heilman, A. W., "Principles and practices of teaching reading" (2001), Prentice Hall
- Morrow, L., "Literacy development in the early years" (1989), Prentice Hall
- Wood, M., "Essentials of classroom teaching: Elementary language arts" (1994), Allyn and Bacon