2009 개정 영어과 교육과정에 따른 중학교 영어교과서의 쓰기활동유형 분석
An Analysis of Writing Activities of Middle School English Textbooks Based on the 2009 Revised National Curriculum
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The purpose of this study was to analyze the writing activities of middle school English textbooks, constructed by the 2009 Revised National English curriculum, and to find out how those writing activities are presented by grades, types of writing, and the achievement standards. In order to accomplish the purpose, the writing activities of the eight kinds of English textbooks were analyzed by the following criteria; (1) the types of writing activities, (2) the writing achievement standards presented in the National Curriculum, and (3) the characteristics of each grade’s writing activities. The results of data analysis indicated that first, those eight English textbooks differ a lot in proportions of each writing type. The percentage of controlled writing decreases and that of guided and free writing increases gradually as the grade goes up. Next, the textbooks fail to evenly distribute the six writing achievement standards at those writing sections of textbooks. Proportions of writing activities presented in the section were so different by grades and by textbooks. Finally, based on the above findings, this study attempted to make suggestions and for the effective English writing instructions in the classroom.
Abstract
The purpose of this study was to analyze the writing activities of middle school English textbooks, constructed by the 2009 Revised National English curriculum, and to find out how those writing activities are presented by grades, types of writing, and the achievement standards. In order to accomplish the purpose, the writing activities of the eight kinds of English textbooks were analyzed by the following criteria; (1) the types of writing activities, (2) the writing achievement standards presented in the National Curriculum, and (3) the characteristics of each grade’s writing activities. The results of data analysis indicated that first, those eight English textbooks differ a lot in proportions of each writing type. The percentage of controlled writing decreases and that of guided and free writing increases gradually as the grade goes up. Next, the textbooks fail to evenly distribute the six writing achievement standards at those writing sections of textbooks. Proportions of writing activities presented in the section were so different by grades and by textbooks. Finally, based on the above findings, this study attempted to make suggestions and for the effective English writing instructions in the classroom.
참고문헌 (30)
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