초등학교 영어 교과서와 사교육 교재의 비교 분석 = (A) comparative analysis of English textbooks for elementary school and private education

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the appropriateness of English textbooks for public and private education and to provide some information and suggestions in developing for better English textbooks.
To achieve this purpose, three different English textbooks ? the elementary school English textbook 5th grade, the Let?s Go series and the Playground series ? were chosen, analyzed and compared with each other.
In particular, this study focuses on external system, communicative function, topic and vocabulary.
The major results of this study are as follows:
First, all the textbooks have Teacher?s Guide. However only textbook A and B include Work book and flash cards as a sub-material, the elementary school textbook does not have them. In terms of organization of textbooks, the elementary school textbook integrates four language skills through its level. But in case of textbook A and B, they emphasize two language skills at the same time, not one after another.
Second, the three given series deal with only a limited number of communicative functions. The 7th National Curriculum suggests seven communicative functions which have thirty-four subcategories for elementary school students. However, 50%, 68.9%, and 41.5% of each book focus on the communicative function of exchanging factual information. Students need to be exposed to various situations in order to improve their communicative functions, and more diverse communicative functions should be included in English textbooks.
Third, as for the topics, all of the three series present only a limited variety of topics. The topics presented most frequently are family, community and school. English textbooks for children should contain more various and interesting topics in their contests and present them in the spiral sequence according to levels.
Fourth, regarding vocabulary, textbook A and textbook B contain two times or three times words more than the elementary school English textbooks and both the two textbooks use more words than the criteria suggested by the national curriculum for the elementary school. The number of vocabulary newly introduced in textbook A and B is 1,459 and 811. The fact that the number of basic vocabulary recommended by the 7th curriculum is 577 implies that most students will have a great difficulty in learning with the books. It seems to need to control the number of new words in the textbooks.
As a conclusion of this study, the followings are suggested for the purpose that they can provide meaningful advice for developing good English textbooks for children.
First, English textbooks for children must introduce various communicative functions. Students need to be exposed to a variety of situations related to their real lives to have interests and to develop their communicative competence.
Second, good English textbooks should cover diverse topics and present them in the spiral sequence. Also, user?s needs, interests and cognitive abilities should be considered.
Third, they should be controlled in terms of difficulty on the level of vocabulary. Vocabulary should include general words in common use for user?s real lives.
Fourth, to achieve the goal that developing and using better textbooks, criteria for evaluating elementary English textbooks for private education must be established through ceaseless and active study.

목차 (Table of Contents)

• Ⅰ. 서론 .................................................................................................... 1
• 1. 연구의 필요성 및 목적 ................................................................ 1
• 2. 연구 내용 .................................................................................... 2
• 3. 연구의 제한점 ............................................................................. 3
• 4. 선행 연구 .................................................................................... 3
• Ⅱ. 이론적 배경 ....................................................................................... 6
• 1. 교재론 ....................................................................................... 6
• 1.1 영어 교재의 의미 ......................................................... 6
• 1.2 영어 교재의 역할 및 필요성 ........................................ 7
• 1.3 영어 교재의 선택 및 평가기준 ................................... 10
• 2. 의사 소통 능력 (Communication Competence) ....................... 14
• 2.1 의사 소통 능력의 개념 및 정의 ................................. 15
• 2.2 의사 소통 기능의 분류 ............................................... 17
• 3. 제 7차 초등학교 영어과 교육과정 ............................................... 21
• 3.1 성격 .............................................................................. 21
• 3.2 목표 .............................................................................. 22
• 3.3 내용 .............................................................................. 22
• 4. 언어재료 ....................................................................................... 25
• 4.1 소재 ........................................................................... 25
• 4.2 어휘 ........................................................................... 26
• Ⅲ. 연구 방법 및 결과 .......................................................................... 28
• 1. 연구 대상의 선정 ..................................................................... 28
• 2. 연구 방법 및 기준 ................................................................... 29
• 3. 연구 결과 ................................................................................. 32
• A. 외적 체제 분석 ................................................................. 32
• B. 의사 소통 기능 분석 ......................................................... 37
• C. 소재 .................................................................................. 45
• D. 어휘 .................................................................................. 49
• Ⅵ. 결론 및 제언 .................................................................................... 53
• 1. 결론 ......................................................................................... 53
• 2. 제언 ......................................................................................... 56
• 참고문헌 ................................................................................................. 58
• ABSTRACT ............................................................................................ 61
• <부록 1> 교육과정의 기본 어휘표와 교과서, 교재 A, B에 제시된 어휘 비교 .........................................................................................................64
• <부록 2> 교과서의 비 기본 어휘 .......................................................... 74
• <부록 3> 교재 A의 비 기본 어휘 ......................................................... 75
• <부록 4> 교재 B의 비 기본 어휘 ......................................................... 77