2009개정 교육과정 기반 초등영어 교과서의 파닉스 지도 내용 및 방법 분석 (An analysis of phonics activities in English textbooks for Korean elementary school students)

서지정보

· 발행기관 : 한국초등영어교육학회
· 수록지 정보 : 초등영어교육 / 22권 / 4호 / 237 ~ 257페이지
· 저자명 : 김영숙

초록

In view of the considerable number of elementary school students who have difficulty reading English words, this study aims to analyze phonics activities in English textbooks for Korean elementary school students and make some suggestions for future phonics education in Korea. The study investigated and compared the content and the procedures of phonics activities in elementary school English textbooks developed according to the 2009 revised national curriculum currently used in Korea. The result reveals the following: first, phonics rules taught at elementary schools are insufficient to help learners decode English words; second, consonants and vowels are presented in limited positions only, specifically as initial sounds of a syllable and not as final sounds, and as initial or middle sounds and not as rhymes; third, activities for phonemic awareness and alphabet understanding are insufficiently provided for; fourth, opportunities for proceduralizing phonics knowledge are not offered. From the results, the study suggests that phonics should be taught in the 5th and the 6th grade as well as in the 3rd and the 4th grade, and supplementary materials including phonics-based workbooks or stories for self-study out of class should be developed.

영어초록

In view of the considerable number of elementary school students who have difficulty reading English words, this study aims to analyze phonics activities in English textbooks for Korean elementary school students and make some suggestions for future phonics education in Korea. The study investigated and compared the content and the procedures of phonics activities in elementary school English textbooks developed according to the 2009 revised national curriculum currently used in Korea. The result reveals the following: first, phonics rules taught at elementary schools are insufficient to help learners decode English words; second, consonants and vowels are presented in limited positions only, specifically as initial sounds of a syllable and not as final sounds, and as initial or middle sounds and not as rhymes; third, activities for phonemic awareness and alphabet understanding are insufficiently provided for; fourth, opportunities for proceduralizing phonics knowledge are not offered. From the results, the study suggests that phonics should be taught in the 5th and the 6th grade as well as in the 3rd and the 4th grade, and supplementary materials including phonics-based workbooks or stories for self-study out of class should be developed.

참고자료

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