과업유형에 따른 고등학교 교사들의 교과서 활용실태분석
Analysis of High School Teachers' Use of English Textbooks Based on Task Types
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The purpose of this study is to analyse the task type presented in secondary school English textbooks and to show how teachers make use of the textbook in the classroom. Five English textbooks for high-school first graders were chosen and 83 high school English teachers using one of the textbooks were surveyed to investigate which sections of the textbook they usually omit and why they do so. The survey results revealed that the most omitted sections by the teachers were Communicative Activity(81%), Communication(60%), Writing(53%), Further Work (49%), and Speaking(45%). Teachers reported that they omitted them mostly due to lack of time and inappropriateness of the task for the current classroom. Yet, all these sections were characterized to include meaningful tasks or communicative tasks through individual work or pair work. On the other hand, the least omitted sections were Dialog(34%), Review(27%), Listening(24%), Pre-reading(20%) and After-reading(14%), and Pronunciation․Vocabulary․Grammar(12%). These sections, except for Dialog tend to include mechanical tasks through individual work. Further study, limitations, and discussions were followed.
Abstract
The purpose of this study is to analyse the task type presented in secondary school English textbooks and to show how teachers make use of the textbook in the classroom. Five English textbooks for high-school first graders were chosen and 83 high school English teachers using one of the textbooks were surveyed to investigate which sections of the textbook they usually omit and why they do so. The survey results revealed that the most omitted sections by the teachers were Communicative Activity(81%), Communication(60%), Writing(53%), Further Work (49%), and Speaking(45%). Teachers reported that they omitted them mostly due to lack of time and inappropriateness of the task for the current classroom. Yet, all these sections were characterized to include meaningful tasks or communicative tasks through individual work or pair work. On the other hand, the least omitted sections were Dialog(34%), Review(27%), Listening(24%), Pre-reading(20%) and After-reading(14%), and Pronunciation․Vocabulary․Grammar(12%). These sections, except for Dialog tend to include mechanical tasks through individual work. Further study, limitations, and discussions were followed.
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