중1 영어교과서 분석과 읽기 지도 수업 모형

Abstract

The focus of this study is on designing a more efficient reading model for Korean middle schools based on an analysis of reading texts in five Korean textbooks. This study reviews changes in the English curriculum in the Korean education system, and in particular, the emphasis in the 7th Revised Curriculum on Communicative Language Teaching (CLT) and Task-Based Teaching (TBT). Before the 7th Curriculum in Korean English education, vocabulary and grammar were the most important objectives of English. Thus, it was hard to get opportunities to develop communicative competence in speaking and listening because most students learned English through the grammar translation method which only focuses on grammar and translation. On the other hand, the 7th Revised Curriculum for English education stresses the integrative skills of listening, speaking, reading, and writing based on tasks to improve communicative competence. First, this study explains the theoretical background of reading instruction which consists of three stages: Pre-reading, Reading, and Post-reading. Compared to listening, speaking, and writing activities in foreign language instruction, reading activities offer a wider range of materials. Nevertheless, there are some limitations in existing reading programs. Now, teachers usually only use the reading texts and materials included in the textbooks. Because of this, students' opportunities to develop communicative competence are limited; therefore, it is important to introduce a wider variety of reading activities in line with the learning outcomes of the 7th Revised Curriculum. Second, this study investigated five of the textbooks currently used for middle-school English by analyzing their reading texts. All of the texts in each textbook were categorized by theme, such as family and food. Then this investigation looked at the reading text with regards to its subject matter, communicative activities and functions. It was found that the English textbooks do not meet the requirements of the 7th Revised Curriculum. Their material only uses factual information, socialization, and emotional expression, whereas the 7th Revised Curriculum requires these communicative goals listed in the following order: socialization, factual information, critical thinking skills, emotional expression, developing imagination, and ethical behavior. To overcome this weakness, a lesson plan was designed to revitalize the field of reading using activities to develop the less frequently taught goals such as building imagination. The model does this using pair work and group work to complete the tasks. In conclusion, this study found that reading materials used in Korea middle-school English do not meet the requirements of the 7th Revised Curriculum, so teachers should supplement their textbooks with a wider variety of reading materials and classroom activities in order to give students more important opportunities to improve communicative competence. More research is required in order to meet the learning outcomes of the 7th Revised Curriculum.