2009 개정 교육과정에 따른 초등 3, 4학년 영어 교과서의 문자언어 내용 및 활동 분석

Abstract

This study aims to analyze the contents and activities of the written language in third and fourth grade elementary English textbooks developed for the 2009 revised national curriculum. To this end, 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. Then, the reading and writing activities were analyzed in terms of the number and types of activities. The results of the study were as follows. First, five kinds of textbooks had a similar lesson structure: oral language activities preceded written language activities, and exposure to written language was limited to the third section of each lesson. Second, there were differences in the selection of phonics elements and teaching order in phonics instruction, and there also existed major differences in the number of words, phrases and sentences in each textbook. Finally, the reading and writing activities were inadequate to improve students' written language skills. This study suggests that English textbooks should be developed to integrate oral language and written language throughout each lesson, and workbooks with level-differentiated content should accompany the textbooks providing students with supplementary materials to better meet their individual needs. The study also suggests that the standards for phonics instruction should be specified in the national curriculum.