초등학교 영어 교과서에 나타난 기능통합 과제분석
An analysis of language skill integrated tasks in authorized elementary school English textbooks
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The primary purpose of this study is to analyze the integrated tasks in elementary school English textbooks on the basis of the 2009 National Curriculum in terms of task features. In order to accomplish this purpose, five elementary school English textbooks are selected. The integrated tasks in these textbooks are analyzed from the perspective of Task-Based Language Teaching. The results of the study indicate that, firstly, the five authorized elementary school English textbooks incorporate integrated tasks in each unit. However, the ‘role-play’ type integrated task features most prominently for 3rd and 4th graders, whereas the ‘project’ type is the most frequent task for 5th and 6th graders. This demonstrates that various types of integrated tasks are required for elementary school learners. Secondly, most of the integrated tasks are designed as two-way tasks that require information exchange. In terms of the input and the product that results from completing the task, the integrated tasks for 3rd and 4th graders focus more on spoken language skills, whereas the tasks presented for 5th and 6th graders tend to focus on developing written language skills. Based on the findings of the study, it is suggested that any English textbooks to be developed in the future should include multiple types of integrated tasks. Diversifying the types of tasks presented to the students will facilitate the cognitive processes. This will also provide various meaningful, goal-oriented communicative opportunities as well as promote fuller coverage of all four of the language skills.
Abstract
The primary purpose of this study is to analyze the integrated tasks in elementary school English textbooks on the basis of the 2009 National Curriculum in terms of task features. In order to accomplish this purpose, five elementary school English textbooks are selected. The integrated tasks in these textbooks are analyzed from the perspective of Task-Based Language Teaching. The results of the study indicate that, firstly, the five authorized elementary school English textbooks incorporate integrated tasks in each unit. However, the ‘role-play’ type integrated task features most prominently for 3rd and 4th graders, whereas the ‘project’ type is the most frequent task for 5th and 6th graders. This demonstrates that various types of integrated tasks are required for elementary school learners. Secondly, most of the integrated tasks are designed as two-way tasks that require information exchange. In terms of the input and the product that results from completing the task, the integrated tasks for 3rd and 4th graders focus more on spoken language skills, whereas the tasks presented for 5th and 6th graders tend to focus on developing written language skills. Based on the findings of the study, it is suggested that any English textbooks to be developed in the future should include multiple types of integrated tasks. Diversifying the types of tasks presented to the students will facilitate the cognitive processes. This will also provide various meaningful, goal-oriented communicative opportunities as well as promote fuller coverage of all four of the language skills.
참고문헌 (48)
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