초등학교 6학년과 중학교 1학년 영어교과서의 발음지도 분석

Abstract

The purpose of this thesis is to analyze the contents of pronunciation teaching in elementary school 6th grade and middle school 1st grade English textbooks and to identify the problems. To verify problems of the pronunciation teaching in the English textbooks, I compared two kinds of elementary school 6th grade and three kinds of middle school 1st grade English textbooks which reflect the revised curriculum in 2009. The basis for the comparison was two English phonetics and phonology books (Yavas 2011 and Roach 2009). The analysis shows that the textbooks do not provide appropriate contents about the English pronunciations nor in correct ways. Most of all, its focus was on 'reading' rather than 'speaking'. Based on these problems, I argue that pronunciation teaching should be provided earlier in a systematic way. Segments should be presented using IPA with affluent examples in order to lead students to the concept of phoneme. Also, segments should be taught in combination with others to get students familiarized with frequently occurring sequences in English. Suprasegmental features should be taught with appropriate contexts and phonological processes should be related to segments in question.