개정 중등영어교과서의 스토리 기반 과업활동 분석

Abstract

In spite of the effectiveness of story texts in English language education, there has been little attention paid to its portion and value in Korea. It is still difficult to find story texts and the related activities in class textbooks. The purpose of this study is to investigate how often the story texts are utilized and how they are linked to the activities in the textbooks under the revised 7th National Curriculum in Korea. Activities in 6 textbooks and 6 activity books were quantitatively evaluated by thirteen different categories drawn out from the models of story-based activities studied by Carter & Long(1991), Collie & Slater(1987), and Kim(2001). The result showed that story texts accounted only for 12% on the average, and more than 50% of their activities were not related to the story. It also revealed that the types of activities such as before-reading, during-reading, and after-reading activities were ill-balanced, placing predominant weight on after-reading. It is inferred that the activities in the textbooks focus more on the review and comprehension of the text rather than eliciting students’ curiosity and interest.