초등영어 사교육 교재 및 교수법 분석 = (An)Analysis of Textbooks and Teaching Methods in Elementary English Private Education

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the appropriateness of textbooks and methodologies in elementary English private education and to make suggestions in its development. In this study, three popular and distinctive franchise institutions were chosen and analyzed; two institutions(A, B) with its own textbooks(A', B'), and the other(C) with its imported textbooks(C').
Setting the analysis criteria on the basis of Skierso' and Tucker's textbook checklists, this study focuses largely on four areas; organization system, content(i.e. subject matter, language function & activities, and communicative function), language materials(i.e. vocabulary, pronunciation, and grammar), and teaching method. To lend objective support to the analysis, analysis survey was conducted with 32 specialists in English education field.
The results of the analysis are made as follows:
1. Level-specific curriculum and utilization of multimedia are distinct merits of A. B individualizes learning but should consider significance of interaction. Appropriate distribution of class time should be considered especially with young learners.
2. Generally, introduction of the culture is lacking. A' and B' include subject matters that are more familiar and appropriate to our culture than C'.
3. Language function should be balanced, providing enough input first. A' and B' need to provide more authentic speaking opportunities rather than writing practices.
4. Practical communicative functions such as checking comprehension, asking expressions, expressing negative feelings, etc. should be included. Not only conversation between two people, but also real-life communicative situations should be reflected.
5. Vocabularies in A' and B' are highly repetitive, whereas C' presents a variety of vocabularies. Adequate balancing of the repetitiveness and variousness and also presenting it within the context is important. Readability should be adjusted according to each level.
6. With phonics, enough information should be given for EFL students but in a simple, understandable way. Aural presentation and picture images are recommendable as to facilitate children's first learning.
7. With grammar books, B' presents grammatical information in a structural way whereas A' focuses more on the analysis and explanations on forms. C' lacks in providing enough information but has various, authentic activities.
8. A and B's teaching methods took EFL learners into consideration. A's thought unit can help greater understanding of sentences by meaningful phrases. However, it is limited in that it prevents from thinking in target language and it is not applicable for certain patterned expressions. B is based on systematic approach focusing on the difference between Korean and English. It effectively presents basic principles in sentence constructions using charts to show the structure. C's communicative approach and its integrated attempts could be effective when it considers EFL teaching circumstances in a realistic sense.
The study suggests that characteristics and situations of EFL elementary learners should be greatly considered in developing the textbook and methodology. Furthermore, continual monitoring of the private English education and evaluating its effectiveness is needed.