7차 교육과정 중․고등학교 영어 교과서의 의사소통 기능의 연계성 연구 (On the continuity of communicative functions in the middle and high school English textbooks of the seventh curriculum. Secondary English Education)

서지정보

· 발행기관 : 한국중등영어교육학회
· 수록지 정보 : 중등영어교육 / 1권 / 2호 / 23 ~ 44페이지
· 저자명 : 박지윤, 이현우

초록

This paper addresses the questions of to what extent the presentation of communicative functions in the middle and high school English textbooks of the 7th national curriculum is appropriate for the level of language mastery (in L1 and L2) of students and how effectively these communicative functions have been distributed and revisited. An examination of seven English textbooks from seventh to tenth grade reveals the following results. First, the distribution of communicative functions in the textbooks is not well-balanced. The communicative functions for socialization, exchange of information and intelligent attitudes are sufficiently dealt with, but those for imagination and moral attitudes are not. Second, a few of the textbooks fail to provide subcategories of some major types of communicative functions of high frequency. Third, only a few communicative functions are presented in a cyclic fashion. These findings suggest that more careful attention be paid to the presentation and distribution of communicative functions in the design of English textbooks.

영어초록

This paper addresses the questions of to what extent the presentation of communicative functions in the middle and high school English textbooks of the 7th national curriculum is appropriate for the level of language mastery (in L1 and L2) of students and how effectively these communicative functions have been distributed and revisited. An examination of seven English textbooks from seventh to tenth grade reveals the following results. First, the distribution of communicative functions in the textbooks is not well-balanced. The communicative functions for socialization, exchange of information and intelligent attitudes are sufficiently dealt with, but those for imagination and moral attitudes are not. Second, a few of the textbooks fail to provide subcategories of some major types of communicative functions of high frequency. Third, only a few communicative functions are presented in a cyclic fashion. These findings suggest that more careful attention be paid to the presentation and distribution of communicative functions in the design of English textbooks.

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