초등영어 교과서의 단어 읽기 지원 정도 분석
An analysis of textual scaffolds of elementary school English textbooks for word reading
0
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
Do English textbooks scaffold students’ word reading? To answer this question, this study investigated the supportiveness of primary school English textbooks for word reading. Six textbooks for grades 3-4 and eight textbooks for grades 3-6 were analyzed and compared with one another. Three foundational literacy skills (alphabet learning, phonics, and vocabulary) were scrutinized from the standpoint of reading development. The analyzed data showed that each element is insufficient to establish word recognition. For alphabet learning, four textbooks failed to provide students with enough experience to recognize descriptive feature of English orthography. In phonics, since the range of phonogram are very limited, phonics does not support students’ word decoding. Only one textbook provided quality activities for phonics learning, but its phonogram coverage was limited as well. All textbooks presented a variety of activities for vocabulary leaning, but some textbooks showed an inappropriate level of difficulty in regards to students’ cognitive level, and these materials repeated the same types of activities. On the basis of the findings, the big picture of word reading in elementary school level was suggested and some ideas for quality textbook development and its use at school field were suggested.
Abstract
Do English textbooks scaffold students’ word reading? To answer this question, this study investigated the supportiveness of primary school English textbooks for word reading. Six textbooks for grades 3-4 and eight textbooks for grades 3-6 were analyzed and compared with one another. Three foundational literacy skills (alphabet learning, phonics, and vocabulary) were scrutinized from the standpoint of reading development. The analyzed data showed that each element is insufficient to establish word recognition. For alphabet learning, four textbooks failed to provide students with enough experience to recognize descriptive feature of English orthography. In phonics, since the range of phonogram are very limited, phonics does not support students’ word decoding. Only one textbook provided quality activities for phonics learning, but its phonogram coverage was limited as well. All textbooks presented a variety of activities for vocabulary leaning, but some textbooks showed an inappropriate level of difficulty in regards to students’ cognitive level, and these materials repeated the same types of activities. On the basis of the findings, the big picture of word reading in elementary school level was suggested and some ideas for quality textbook development and its use at school field were suggested.
참고문헌 (35)
- 김영숙, "2009개정 교육과정 기반 초등영어 교과서의 파닉스 지도 내용 및 방법 분석", 초등영어교육, 22(4), pp.237~257 (2016), 한국초등영어교육학회
- 김영태, "초등학교 5-6학년군 영어 교과서 읽기·쓰기 과업 평가", 초등영어교육연구, 27(2), pp.129~149 (2016)
- 초･중학교 학습부진학생의 성장 과정에 대한 연구(Ⅳ), "김태은", 한국교육과정평가원, ~, pp.연구보고 RRI 2020-5 (2020)
- 김혜련, "2009 개정 교육과정에 따른 초등 3, 4학년 영어 교과서의 문자언어 내용 및 활동 분석", 한국초등교육, 25(3), pp.53~73 (2014), 초등교육연구원[DOI]
- 박신혜, "쓰기능력에 따른 철자학습의 효과", 영어교과교육, 13(1), pp.41~63 (2014), 한국영어교과교육학회[DOI]
- 서진아, "2009 개정 교육과정에 따른 초등영어 교과서의 파닉스 분석", 한국초등교육, 28(2), pp.153~171 (2017), 초등교육연구원[DOI]
- 윤여범, "2015 개정 교육과정에 따른 초등영어 교과서의 파닉스 분석", 영어교과교육, 18(1), pp.99~116 (2019), 한국영어교과교육학회[DOI]
- 이선, "초등 3, 4학년 영어 검정교과서 읽기, 쓰기 활동 분석", 언어학 연구, (27), pp.217~239 (2013), 한국중원언어학회[DOI]
- 이선, "6학년 검정영어교과서 쓰기활동 및 쓰기게임 분석", 초등영어교육, 20(2), pp.219~240 (2014), 한국초등영어교육학회
- 이윤, "초등영어 교과서 읽기 텍스트의 어휘 난이도", Foreign Languages Education, 23(1), pp.221~242 (2016), 한국외국어교육학회
- 최희경, "2015 개정 교육과정 기반 초등영어 교과서의 파닉스 내용과 지도 방법 분석", 초등영어교육, 26(3), pp.55~79 (2020), 한국초등영어교육학회[DOI]
- Allington, R., "Docodable text in beginning reading:Are mandates and policy based on research?", ERS Spectrum, 16, pp.3~13 (1998)
- Bear, D., "Words their way:Word study for phonics, vocabulary, and spelling instruction" (2004), Pearson Education
- Beck, I. L., "The handbook of reading research (Vol, 2)", pp.789~814 (1996), Lawrence Erlbaum Associates
- Birch, B., "English L2 reading: Getting to the bottom" (2007), Lawrence Erlbaum Associates
- Blackowicz, C. Z., "Vocabulary instruction: Research to practice", pp.189~209 (2012), The Guilford Press
- Byrne, B., "Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity", Journal of Educational Psychology, 82(4), pp.805~812 (1990)
- Chall, J., "Learning to read: The great debate" (1996), Harcourt Bracel
- Durkin, D., "Teaching them to read" (2004), Pearson Education
- Ehri, L. C., "Reading research revisited", pp.143~153 (1983), Merrill
- Flesch, R., "Why Johnny can’t read and what you can do about it" (1986), Harper
- Foorman, B., "Variability in text feature in six grade 1 basal reading program", Scientific Studies of Reading, 8(2), pp.167~197 (2004)
- Fox, B. J., "Word identification strategies" (2012), Allyn &Bacon
- Graves, M., "The vocabulary book" (2016), Teacher College Press
- Text matters in learning to read, "Hiebert, E. H.", CIERA, 1998, CIERA-R-1-001
- Hiebert, E. H., "Text matters in learning to read", The Reading Teacher, 52(6), pp.552~566 (1999)
- Hoffman, J. V., "Text leveling and little books in first grade", Journal of Literacy Research, 33(3), pp.507~528 (2001)
- Johnston, R., "Knowledge of the alphabet and explicit awareness of phonemes in pre-readers : The nature of the relationship", Reading and Writing, 8, pp.217~234 (1996)
- Juel, C., "The influence of basal readers on first grade reading", Reading Research Quarterly, 20(2), pp.134~152 (1985)
- Koda, K., "Development of L2 intraword structural sensitivity and decoding skills", Modern Language Journal, 83, pp.51~64 (1999)
- Mesmer, H. A., "Scaffolding a crucial transition using text with some decodability", The Reading Teacher, 53(2), pp.130~142 (1999)
- Murray, B., "Developing phoneme awareness through alphabet books", Reading and Writing, 8, pp.307~322 (1996)
- Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction, "National Institute of Child Health and Human Development", U.S. Government Printing Office, ~, pp.NIH Publication No. 00-4769 (2000)
- Smith, F., "Understanding reading: A psycholinguistic analysis of reading and learning to read" (2004), Lawrence Erlbaum Associates
- Wallace, C., "Reading" (1992), Oxford University Press