중학교 2학년 영어 교과서와 활동책에 나타난 ICT 기반 언어기능 통합 활동 분석 연구 (An Analysis on the ICT-based Language Skill Integration Activities of Middle School English Textbook and Activity Books)

서지정보

· 발행기관 : 한국현대영어영문학회
· 수록지 정보 : 현대영어영문학 / 57권 / 1호 / 115 ~ 138페이지
· 저자명 : 심화영, 정양수

초록

The purpose of this study is to analyze how ICT-based language learning activities are displayed in the middle school English textbooks and activity books based on the revised 7th national curriculum. For this study, 6 English textbooks and activity books of 2nd grade of middle school were selected and analyzed by following 3 criteria: 1) how many ICT-based activities are contained, 2) how many ICT-based language skill-integration activities are distributed 3) what kinds of language skill integrated activities are presented in each textbooks and activity books. As results of this study, followings were found. 1) Listening- writing integrated tasks were presented most, listening-speaking-writing integrated tasks were the second highest frequency, and followed by listening-speaking integrated tasks in textbooks and activity books. 2) In listening-writing integrated activities, 'listen and fill in the blanks', 'listen and fill the charts', 'dictation', and 'listen and correct the errors' were mainly presented. 3) Listening-speaking- writing integrated tasks were presented most in 3 skills integrated activities. 4) 4 language skills integrated activities were presented only 3.2% of total. Based on the above findings, we know that ICT-based activities are useful for students to develop the integrated language skills. Teachers need to use ICT not imprudently, but appropriately to help students to develop their 4 language skills effectively.

영어초록

The purpose of this study is to analyze how ICT-based language learning activities are displayed in the middle school English textbooks and activity books based on the revised 7th national curriculum. For this study, 6 English textbooks and activity books of 2nd grade of middle school were selected and analyzed by following 3 criteria: 1) how many ICT-based activities are contained, 2) how many ICT-based language skill-integration activities are distributed 3) what kinds of language skill integrated activities are presented in each textbooks and activity books. As results of this study, followings were found. 1) Listening- writing integrated tasks were presented most, listening-speaking-writing integrated tasks were the second highest frequency, and followed by listening-speaking integrated tasks in textbooks and activity books. 2) In listening-writing integrated activities, 'listen and fill in the blanks', 'listen and fill the charts', 'dictation', and 'listen and correct the errors' were mainly presented. 3) Listening-speaking- writing integrated tasks were presented most in 3 skills integrated activities. 4) 4 language skills integrated activities were presented only 3.2% of total. Based on the above findings, we know that ICT-based activities are useful for students to develop the integrated language skills. Teachers need to use ICT not imprudently, but appropriately to help students to develop their 4 language skills effectively.

참고자료

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