중학교 영어 교과서 읽기자료 구성 분석: 2009 개정 교육과정을 중심으로
An Analysis of the composition of reading materials of senior middle school English textbooks
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This paper conducts a textbook analysis to examine the suitability of reading material composition in terms of the reading types, materials, and activities, using English textbooks for middle school 3rd graders. Reading types were analyzed using Brown's type classification (2007), and reading materials and activities were evaluated based on the criteria proposed by 2009 revised curriculum. The results are as follows. First, with regard to the diversity of reading types, all of the target textbooks tended to focus mostly on practical reading texts and non-literature while avoiding literature in general. Second, the results showed that even though the target textbooks generally contained diverse materials, few dealt with additional materials suggested by the revised curriculum. Third, reading activities in the English textbooks would not meet the standards of accomplishment proposed by the revised curriculum in that these were skewed to a specific type of reading activity, 'understanding detailed contents.' This study argues that the composition of reading materials needs to be complemented in a way it reinforces the diversity and consistency of existing English textbooks.
Abstract
This paper conducts a textbook analysis to examine the suitability of reading material composition in terms of the reading types, materials, and activities, using English textbooks for middle school 3rd graders. Reading types were analyzed using Brown's type classification (2007), and reading materials and activities were evaluated based on the criteria proposed by 2009 revised curriculum. The results are as follows. First, with regard to the diversity of reading types, all of the target textbooks tended to focus mostly on practical reading texts and non-literature while avoiding literature in general. Second, the results showed that even though the target textbooks generally contained diverse materials, few dealt with additional materials suggested by the revised curriculum. Third, reading activities in the English textbooks would not meet the standards of accomplishment proposed by the revised curriculum in that these were skewed to a specific type of reading activity, 'understanding detailed contents.' This study argues that the composition of reading materials needs to be complemented in a way it reinforces the diversity and consistency of existing English textbooks.
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