영어과 국가교육과정 관련 국내 연구 동향 분석: 2009‧2015개정 교육과정을 중심으로
An Analysis of Research Trends in English Curriculum in Korea: Focusing on 2009 and 2015 National Curricula
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초록
This study investigated the research trends in the 2009 and 2015 National English Curricula through a meta-analysis of the articles published in major Korean ELT-related journals. To this end, 89 academic papers on the English curriculum were selected through the Korea Citation Index(KCI), and they were classified by year of issue, research topics, and research methods. The results of this study revealed that the publication of articles on the English curricula has increased every year since 2010, however, showing a surging increase of the articles from 2019 to 2021. The research topic that has been dealt with the most was an analysis of English textbooks, followed by curriculum development and implementation, and teachers’ expertise in English curriculum. The most frequently used research method was quantitative since the majority of the studies were based on counting the frequency of particular elements in English textbooks or calculating the means of survey results. Theoretical studies were also frequently used to deal with the topic of curriculum development and implementation. Finally, the limitations of the study and the implications for future related research were discussed.
Abstract
This study investigated the research trends in the 2009 and 2015 National English Curricula through a meta-analysis of the articles published in major Korean ELT-related journals. To this end, 89 academic papers on the English curriculum were selected through the Korea Citation Index(KCI), and they were classified by year of issue, research topics, and research methods. The results of this study revealed that the publication of articles on the English curricula has increased every year since 2010, however, showing a surging increase of the articles from 2019 to 2021. The research topic that has been dealt with the most was an analysis of English textbooks, followed by curriculum development and implementation, and teachers’ expertise in English curriculum. The most frequently used research method was quantitative since the majority of the studies were based on counting the frequency of particular elements in English textbooks or calculating the means of survey results. Theoretical studies were also frequently used to deal with the topic of curriculum development and implementation. Finally, the limitations of the study and the implications for future related research were discussed.
참고문헌 (19)
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