영어교과서의 문법 요소가 학습자의 문법 지식에 미치는 영향
The Effects of Grammar Items in Textbooks on Learners’ Grammatical Knowledge
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초록
This study aims to examine the effects of English textbooks on learners' grammatical knowledge and to analyze grammar items in 14 different middle school English textbooks for first graders in Korea. A total of 84 middle school students participated in the study. The students were divided into two groups based on the two different textbooks they used. The two groups were then further divided based on the types of tests they took. The experimental group answered the questions using grammar items presented in the textbook; the control group was only given items that were not presented in the textbook. Although the items in both tests were of approximately equal difficulty, the experimental group scored significantly higher than the control group. The results suggest that the learners' levels of knowledge of grammar are dependent upon what they learned from the grammar items in the textbooks. A further analysis of grammar items revealed that among the 193 grammar items set by the national curriculum, an average of only 9.3 items were covered in the textbook. The overall results of the study imply that curriculum developers, teachers, and publishers should consider the number of grammar items and the appropriate level of those items when dealing with middle school English textbooks in Korea.
Abstract
This study aims to examine the effects of English textbooks on learners' grammatical knowledge and to analyze grammar items in 14 different middle school English textbooks for first graders in Korea. A total of 84 middle school students participated in the study. The students were divided into two groups based on the two different textbooks they used. The two groups were then further divided based on the types of tests they took. The experimental group answered the questions using grammar items presented in the textbook; the control group was only given items that were not presented in the textbook. Although the items in both tests were of approximately equal difficulty, the experimental group scored significantly higher than the control group. The results suggest that the learners' levels of knowledge of grammar are dependent upon what they learned from the grammar items in the textbooks. A further analysis of grammar items revealed that among the 193 grammar items set by the national curriculum, an average of only 9.3 items were covered in the textbook. The overall results of the study imply that curriculum developers, teachers, and publishers should consider the number of grammar items and the appropriate level of those items when dealing with middle school English textbooks in Korea.
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