영어 교재에 나타난 "게임"활동 비교 분석:초등학교 6학년 영어 교과서와 ESL 교재를 중심으로

Abstract

The purpose of this study is to analyse English textbooks and ESL teaching materials, and to determine which material best meets the requirements for a game to analyse the activities in English textbooks for 6th grade in elementary school and ESL teaching materials. Based on 4 analysis requirements for textbooks and game activities in English textbooks and ESL materials. The results of study are as follows: First, the analysis according to game types about interest and motivation was biased to one or two types of games, so there was lack of interest and motivation of the students. Second, analysis of meaningful communication skills was mostly controlled practice or guided practice. It was far from the learning goal which is used as a communication means as an actual language suggested in English curriculums. Third, analysis of the driving force in winning in the game and active participation has been analysed, and ability was found to be the most important cause of victory in both the textbooks and ESL material. Fourth, analysis for the organization of a game to relieve emotional anxiety has been analysed, and that the form of organization of preferred games is different in each textbook, i.e. pair work or group work. To analyse the requirements of a game, many English textbooks were analysed and 3 textbooks were chosen, and also one ESL material also selected. As a result of analysis, EFL material was found to be more appropriate to requirements of games than ESL materials. Nevertheless, when considering that the survey shows that interest in the game is low, the reason can be explained by the language ability being lower than the cognitive ability; and student satisfaction may be reduced because producing and publishing of textbooks takes a long time. Teachers can’t give students an interesting class if they lack understanding of game activities in the textbooks or English ability; the original learning goal has been forgotten because English learning activity is pushed back by other learning activities.