북한의 영어교과서 분석 : 중학교 1,2,3학년을 중심으로

다국어 초록 (Multilingual Abstract)

The purpose of this study is to understand the goal of North Korea's English education and the reality and its changes per period through analysis of North Korea's English textbooks. This study was conducted based on six textbooks in middle school first grade(2004/2007), middle school second grade(2001/2008), and middle school third grade(1999/2002), which are important periods of foreign language education. The structure, vocabulary, grammar, communicational function, and subject and context are analyzed.
First, the textbooks' outer and inner features have developed as time passed but still need improvements. The quality of paper, print condition, and illustration still need to be improved. For the inner feature, reading, listening, writing, and speaking are all covered. However, reading and writing have much bigger portion than communication and speaking, which shows the need for improvement in communicational function.
Second, the level and number of vocabularies show significant changes by different years. This indicates the level of North Korea's English textbook has improved. Vocabularies in North Korea's textbook largely reflect its culture. The very scarce use of foreign words, preference of British English, frequent use of uncommon words such as Generalissimo, Marshal were shown.
Third, grammar of North Korea's English textbook has been emphasized, with the explanation and examples of grammar rules. North Korea’s English education is same as the Grammar translation method of South Korea's third and fourth curriculum. Grammar part was separated and explained in its native language, which shows grammar is recognized as one part of English education rather than assistant tool for communication. Thus, reinforcement of grammar education for communicational function is required.
Forth, North Korea's English textbook has shown attempts for changes to reinforce the communicational function, but it still shows a great tendency of explaining the rules of grammar and repeated practice of them rather than the practice of conversation with English speaker
Finally, the materials and content of North Korea's English textbook markedly shows that English education in North Korea is a method to maintain and reinforce its political system, not an acquisition of language. Textbooks have the most emphasis on idolization of Kim, Il Sung and Kim, Jong Il and cover the topics of Juche, communism, and science technology. This shows that cultural education, the essential part of foreign language education, is absent or distorted in North Korea’s English education.
To sum up, It is shown that North Korea’s English textbook does not follow the trend of the world and accomplish the purpose as a tool for language education. There needs to be a change in teaching method and improvement of textbooks for better language acquisition and communicational function.

목차 (Table of Contents)

• Chapter 1. Introduction1
• 1-1 The Necessity and Purpose of Study1
• 1-2 Understanding Previous Researches3
• 1-3 The Object of the Study and the Study Methods8
• Chapter 2. Theoretical Background11
• 2-1 The Role and The Concept of English Textbooks11
• 2-2 The Analytical Model of English Textbooks12
• Chapter 3. North Korea's English Education20
• 3-1 North Korea's English Education20
• 3-2 Process of transitions in North Korea’s English Education25
• Chapter 4. Analysis of North Korea's Middle School English Textbooks35
• 4-1 Components of North Korea's Middle school English Textbooks for 1st, 2nd, and 3rd grade35
• 4-2 Vocabularies in North Korea's Middle school English Textbooks for 1st, 2nd, and 3rd grade52
• 4-3 Grammar in North Korea's Middle school English Textbooks for 1st, 2nd, and 3rd grade57
• 4-4 Communicative function of North Korea's Middle school English Textbooks for 1st, 2nd, and 3rd grade71
• 4-5 Topics and Contents of North Korea's Middle school English Textbooks for 1st, 2nd, and 3rd grade74
• Chapter 5. Conclusion89
• Reference91