교육과정 변화에 따른 중학교 1학년 영어 교과서의 변화 분석

초록

To ascertain how middle school English textbooks changed according to the evolution of the Korean National Curricula for English, the present study examined four 7th-grade English textbooks written by the same team of authors since 1997. The four textbooks were compared in terms of their overall structure, topics covered in reading passages, target grammar points for each reading passage, and activities provided in each lesson. The results of the comparative analysis are as follows. First, in line with the guidelines provided in the Korean National Curricula, the number of lessons in the English textbooks gradually decreased from 12 to 8, and the contents of each unit became increasingly more communicative. Second, the topics covered in reading passages did not change dramatically as the rudimentary nature of reading passages allowed the discussion of only the topics to which 7th graders can easily relate. Third, as the number of lessons decreased, the number of target grammar points covered in each book decreased accordingly, resulting in some grammar points presented separately, e.g. comparatives and superatives, to be presented together. Lastly, audiolingual activities focusing on pattern drills were replaced with more communicative activities, and pre-reading activities allowing students to build up background knowledge were introduced. All these results seem to reflect the general changes observed in the theories of how English should be taught.

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