A Comparative Analysis of the 3rd Grade English Textbooks from China and Korea
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The purpose of this paper is to examine the 3rd Grade primary school English textbooks used in Korea and China in order to find out the similarities and differences in the two textbooks and the strengths and weaknesses of each textbook. Two textbooks, one from each country, were selected as they are the most widely used ones in Jangsu Province in China and Gwangju in Korea. Two dimensions of the textbooks were analyzed, the form and the content. Here, the form includes structure and module design. The content includes unit titles, topics, language functions, language, the number of new words, activities, cultural content and the characters depicted in the textbooks. The results show that both the Chinese English textbook (CET) and the Korean English textbook (KET) have module components focusing on listening, speaking, and reading. The CET has more number of units but the KET has more diverse module components, teaching and learning activities and materials. The KET has a component to introduce different cultures but the CET does not have it. Also, the KET has more colors, photographs, and illustrations than the CET. The two textbooks have some common topics but several differences in the content of the textbooks, strengths and weaknesses. Based on the results of this study, suggestions were made for further practice and research on textbook development and evaluation.
Abstract
The purpose of this paper is to examine the 3rd Grade primary school English textbooks used in Korea and China in order to find out the similarities and differences in the two textbooks and the strengths and weaknesses of each textbook. Two textbooks, one from each country, were selected as they are the most widely used ones in Jangsu Province in China and Gwangju in Korea. Two dimensions of the textbooks were analyzed, the form and the content. Here, the form includes structure and module design. The content includes unit titles, topics, language functions, language, the number of new words, activities, cultural content and the characters depicted in the textbooks. The results show that both the Chinese English textbook (CET) and the Korean English textbook (KET) have module components focusing on listening, speaking, and reading. The CET has more number of units but the KET has more diverse module components, teaching and learning activities and materials. The KET has a component to introduce different cultures but the CET does not have it. Also, the KET has more colors, photographs, and illustrations than the CET. The two textbooks have some common topics but several differences in the content of the textbooks, strengths and weaknesses. Based on the results of this study, suggestions were made for further practice and research on textbook development and evaluation.
참고문헌 (22)
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