한국과 중국의 영어 교과서 비교 분석 - 쓰기 활동을 중심으로

• 영문명: A comparative study on Korean and Chinese high school English textbooks: Focus on writing activities
• 발행기관: 한국외국어교육학회
• 저자명: 김효정(Kim Hyo-Jeong)
• 간행물 정보: 『Foreign Languages Education』Vol.15 No.1, 245~279쪽, 전체 35쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2008.06.30

영문 초록

  The purpose of this study is to analyze writing activities in Korean high school English textbooks and suggest more effective writing activities in comparison to Chinese textbooks. For the analysis, two Korean and two Chinese high school English textbooks are selected. Writing activities are investigated in terms of three research procedures. The study begins by typifying writing activities as controlled, guided, and free writing, guided by Raimes’ controlled -to-free approach (1983) and Rivers’ five writing instruction stages (1981). Next, it examines writing activities according to the writing criterion prescribed by the Korean and Chinese national curricula, respectively. Finally, it investigates writing activities in relation to other language skills, such as listening, speaking, and reading. The results are as follows. First, while Korean textbooks include more writing activities than Chinese textbooks, there remain substantial imbalances in both. Both textbooks contain the most controlled writing activities and lack free writing. Second, Korean textbooks provide more writing questions than do Chinese textbooks in order to satisfy the national-level writing criteria. However, in comparison to Chinese textbooks, they lack writing activities designed to satisfy paragraph- level writing standards which enhance logical organization competence. Third, Korean textbooks offer more writing activities integrated with other language skills. Both textbooks most frequently contain writing activities integrated with reading skills.

목차

Ⅰ. 연구의 필요성 및 목적
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 연구 결과 및 논의
Ⅴ. 결론 및 제언
참고문헌

키워드

textbook analysis writing instruction 교과서 분석 쓰기 지도