KOREASCHOLAR

한국과 중국의 영어 교과서 비교 분석: 쓰기 활동을 중심으로 A comparative study on Korean and Chinese high school English textbooks: Focus on writing activities

김효정
  • 언어KOR
  • URLhttp://db.koreascholar.com/Article/Detail/282671
외국어교육
제15권 제1호 (2008.06)
pp.245-279
한국외국어교육학회 (The Korea Association Of Foreign Languages Education)
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
저자
  • 김효정(고려대학교) | Kim Hyo-Jeong