초등영어 정책 개선을 위한 기초학력 연구

• 영문명: A study of foundational English literacy for policy reform in Korean elementary education
• 발행기관: 한국초등영어교육학회
• 저자명: 김혜영(Heyoung Kim)
• 간행물 정보: 『초등영어교육』제31권 3호, 35~55쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.09.30

국문 초록

This study investigates whether basic English literacy is adequately ensured in Korean elementary education and explores the causes of English learning underachievement. It first defines measurable components of basic L2 literacy, including recognition of letters, phonics, and sight words, and CEFR A2-level reading skills using approximately 800 essential words. By comparing previous study results and global references, such as CEFR, a gap of 132 instructional hours was identified in the current elementary school English class for students to reach CEFR A2-level proficiency. The findings show that the 2022 revised elementary English curriculum does not sufficiently guarantee basic English competency. Furthermore, according to an English literacy test conducted with 416 middle school students, one-fourth of the participants failed to meet achievement standards, demonstrating learning difficulties caused by a lack of prerequisite skills, particularly, phonological recognition of words. The study concludes that current goals are unrealistic within existing timeframes and insufficient elementary learning leads to continued underachievement in middle school. Starting public English education from Grade 1 is suggested to secure necessary learning time.

목차

I. 서론

II. 이론적 배경

III. 연구방법

IV. 연구결과

V. 토론 및 제언

참고문헌

키워드

기초학력 보장 초등영어교육 기초문해력 학습부진 영어읽기 성취기준 guaranteeing basic academic skills elementary English education early literacy learning underachievement English reading standard