중학교 영어 교과서 협동학습 활동 유형 분석과 학습자 인식 조사
An analysis of activities for cooperative learning in middle school English textbooks and learners’ perceptions toward them
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The purpose of this paper is to analyze activities in middle school English textbooks in Korea for cooperative learning and learners’ perceptions of their relevance. For the analysis, 13 first-year, middle school English textbooks were utilized. A questionnaire asking the learners’ perceptions toward cooperative activities was conducted for a total of 64 first-grade students. Descriptive statistics and correlations were mainly used for the analysis. The results show that the number of cooperative activities in a textbook range from 46 to 99 with the average being 60.1. Apart from simple dialog practice or answering questions, the most frequent cooperative activity is role playing, followed by interviews, projects, and games. Projects, however, are perceived by learners as being the most useful, followed by problem-solving, games, role plays, decision-making, interviews, and jigsaws. The overall results indicate a discrepancy between what the textbooks provide and what the learners want. The findings suggest that teachers need to adapt a chosen textbook to provide a balanced variety of cooperative activities for the learners.
Abstract
The purpose of this paper is to analyze activities in middle school English textbooks in Korea for cooperative learning and learners’ perceptions of their relevance. For the analysis, 13 first-year, middle school English textbooks were utilized. A questionnaire asking the learners’ perceptions toward cooperative activities was conducted for a total of 64 first-grade students. Descriptive statistics and correlations were mainly used for the analysis. The results show that the number of cooperative activities in a textbook range from 46 to 99 with the average being 60.1. Apart from simple dialog practice or answering questions, the most frequent cooperative activity is role playing, followed by interviews, projects, and games. Projects, however, are perceived by learners as being the most useful, followed by problem-solving, games, role plays, decision-making, interviews, and jigsaws. The overall results indicate a discrepancy between what the textbooks provide and what the learners want. The findings suggest that teachers need to adapt a chosen textbook to provide a balanced variety of cooperative activities for the learners.
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