장르적 관점에서의 초등영어 읽기 텍스트 적절성 분석
Analysis of the relevance of reading texts in elementary school from the perspective of genre
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The purpose of this paper is to investigate the appropriateness of the primary English Textbooks for reading fluency and comprehension. Fifteen fourth- and sixth-grade textbooks from five publishers and their teachers’ guide were analyzed for comparison. The relevance of reading texts in textbooks was analyzed in terms of text genres. The focus of the analysis is to examine whether text length, discourse characteristics of text, text genre, and reading strategy of the textbooks support students in the reading process. The analyzed data showed that there was no significant difference in the text length and the use of topics. However, there were qualitative differences in textual discourse and genre characteristics of text. For textual discourse, explanations and dialogues were dominantly used in reading text, and texts that utilized genres were rarely used except for only two books. All textbooks seemed to suggest specific teaching and learning techniques, but only one textbook presented the detailed and reading process-based information about the teaching methods of reading. Based on the research results, pedagogical implication was presented for the writing of texts for effective reading instruction.
Abstract
The purpose of this paper is to investigate the appropriateness of the primary English Textbooks for reading fluency and comprehension. Fifteen fourth- and sixth-grade textbooks from five publishers and their teachers’ guide were analyzed for comparison. The relevance of reading texts in textbooks was analyzed in terms of text genres. The focus of the analysis is to examine whether text length, discourse characteristics of text, text genre, and reading strategy of the textbooks support students in the reading process. The analyzed data showed that there was no significant difference in the text length and the use of topics. However, there were qualitative differences in textual discourse and genre characteristics of text. For textual discourse, explanations and dialogues were dominantly used in reading text, and texts that utilized genres were rarely used except for only two books. All textbooks seemed to suggest specific teaching and learning techniques, but only one textbook presented the detailed and reading process-based information about the teaching methods of reading. Based on the research results, pedagogical implication was presented for the writing of texts for effective reading instruction.
참고문헌 (38)
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