의사소통역량 함양의 관점에서 중학교 영어교과서 문법 활동 분석
An Analysis of Grammar Activities in Middle School English Textbooks from the Perspective of Developing Communicative Competency
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초록
이 연구는 중학교 영어 교과서의 문법 활동을 분석하여, 문법 활동이 의사소통역량의 함양에 기여할 수 있는지를 평가하고자 하였다. 의사소통역량이 21세기 교육에서 중요한 핵심 역량으로 대두됨에 따라, 문법 교육이 단순히 지식 습득에 그치지 않고 실제 의사소통 상황에서 활용될 수 있는가를 살펴보는 것이 이 연구의 목적이다. 이를 위해 2015 교육과정에 기초하여 제작된 중학교 3학년 영어 교과서 7권을 분석하였다. 각 교과 서에서 문법 활동의 제시 자료, 활동 유형, 그리고 유의미성을 분석하기 위해 Ellis(2002), Fernandez(2011) 등의 문법 활동 분류 체계를 수정하여 사용하였다. 분석 결과, 문법 제시 자료는 대부분 개별 문장 중심으로 구성되 었으며, 실제적 자료보다는 만들어진 자료가 주로 사용되었다. 문법 활동 유형은 주로 통제된 쓰기 활동에 치 중되어 있었으며, 의사소통적 맥락에서 문법을 자유롭게 활용할 수 있는 활동은 제한적이었다. 또한, 전체 활동 중 약 75%는 유의미한 연습으로 분류되었으나, 실제 의사소통 맥락에서 진정한 의미의 소통을 요구하는 활동 은 거의 없었다. 문법 활동이 의사소통역량을 효과적으로 함양하기 위해서는 문법 지식이 단순히 지식으로서 기억되는 것이 아니라, 실제적인 의사소통 상황에서 활용될 수 있도록 교육과정과 교과서가 설계되어야 하며 이를 위해 교육과정 수준에서 언어형식과 의사소통기능을 통합하는 접근 방식이 요구된다.
Abstract
This study aimed to analyze the grammar activities in middle school English textbooks to evaluate their contribution to fostering the development of communicative competency. As communicative competency has emerged as an essential goal in 21st-century education, this study investigates whether grammar instruction can transcend mere knowledge acquisition to foster practical application in meaningful communication. Seven textbooks for third year middle school students, based on the 2015 curriculum, were selected for analysis. To analyze the materials, nature of sample language, activity types, and meaningfulness of the grammar activities in each textbook were assessed using a modified version of the grammar activity classification system by Ellis (2002) and Fernandez (2011). The analysis revealed that the grammar presentation materials were mostly composed of discrete sentences from contrived sources. Grammar activity types predominantly consist of controlled writing tasks with limited opportunities for free use of grammar in communicative contexts. Although 75% of the activities were classified as meaningful, there was a lack of truly communicative tasks that required genuine interaction in realistic contexts. To effectively develop communicative competence through grammar activities, the curriculum and textbooks should be designed to ensure that grammar knowledge is not merely retained as knowledge but can be applied in real communicative situations. This requires an approach that integrates linguistic forms and communicative functions at the curriculum level.
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