중·고등학교 영어교과서에 나타난 의사소통기능 분석과 효율적인 지도방안

Abstract

The purpose of this study is to analyze the communicative functions in current middle and high school English textbooks which are in the 7th national curriculum. And the subject of this study is the explicit communicative functions in each textbook from the 1st grade of middle school to the 1st year of high school. The analysis is based on the criteria prescribed in the 7th national curriculum. Therefore, the communicative function is divided into seven categories- social activity, the exchange of factual information, the expression of intellectual attitude, emotional expression, the expression of moral attitude, persuasion and request and problem-solving. And the seven categories are subdivided into 47 items including some useful example sentences. The research findings are as follows. First, the communicative functions of high frequency in each grade from 1st grade of middle school to 1st year of high school were ‘intellectual attitude’, ‘information exchange’ and ‘emotional expression’ but ‘the expression of moral attitude’ and ‘persuasion and request’ were the lowest frequency communicative functions. Second, the 5 kinds of English textbooks in each grade were not focused on only one communicative function. For instance, the 1st grade textbooks of middle school through all the 5 kinds of English textbooks show that ‘the exchange of factual information’ and ‘the expression of intellectual attitude’ among the seven categories have the highest total percentage 128.7%, 119% individually as presented in page 20. The 2nd grade textbooks of middle school through all the 5 kinds of English textbooks show that ‘the expression of intellectual attitude’ and ‘emotional expression’ among the seven categories have the highest total percentage 123.9%, 118.3% individually as presented in page 21. The 3rd grade textbooks of middle school through all the 5 kinds of English textbooks show that ‘the expression of intellectual attitude’ has the highest total percentage 161% as presented in page 23. And the 1st year textbooks of high school through all the 5 kinds of English textbooks show that ‘the expression of intellectual attitude’ has the highest total percentage 165.3% as presented in page 24. Third, each grade’s textbook deals with 18～34 of 47 items except overlapping items, showing 38～72%. Especially, the 1st year textbook A of high school gives 34 items which shows the highest percentage. On the other hand, the 1st grade textbook B and the 3rd grade textbook D of middle school give 18 items which shows the lowest percentage. And 40～45 of 47 items are dealt throughout all the grades, showing 85～95%. In conclusion, although the majority of communicative functions are shown throughout the textbooks of the four grades, only about half of 47 items are shown in each grade’s textbook. It is not enough for the 47 items which the 7th national curriculum recommends. And the number of items in each grade’s textbook has an effect on the consistency of communicative functions. We can see this fact throughout the result that only about half of 47 items are repeated throughout the whole grades. On the basis of these results, I would like to suggest to attain more efficient learning of communicative functions. First, the teacher should present a variety of meaningful expressions and situations to improve the English communication skills of our students in addition to considering various efficient activities such as role-plays, game, information gap, drama, story-telling etc. Second, it is essential that each textbook deals with almost all of the 47 items for the consistency of communicative functions. Last, the teacher must evaluate English textbooks and choose them carefully, considering the important role of textbooks in our classrooms