고등학교 실용영어Ⅰ 교과서 대화문 분석 : 소재, 의사소통기능, 학습자 흥미도를 중심으로 = An Analysis of the Dialogues in Practical English Ⅰ Textbooks Focused on the Topics, Communicative Functions, and Learners' Interest

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the dialogues in Practical English Ⅰ textbooks, which are based on the 2009 revised curriculum, focused on the topics, communicative functions, and learners' interests. The five kinds of textbooks are chosen for the textbook analysis; in addition, a hundred of the first grade high school students participated in the survey taken to examine the learners' interests. As an analysis criterion, the 19 kinds of topic types and 11 kinds of communicative function types suggested by the 2009 revised curriculum are used.
The contents of the study are as following.
First, the 253 dialogues in Practical English Ⅰ textbooks based on the 2009 revised curriculum are analyzed in terms of the 19 types of topic; moreover, the 2,136 sentences from dialogues are analyzed in terms of the 11 types of communicative functions. The results are rated from a type of high frequency.
Next, a hundred of the first grade high school students are required to choose three types they are interested in based on the 19 types of the topic and the 11 types of communicative functions, respectively. The results are also rated from a type of high frequency.
Finally, the two frequency data are compared to in accordance with the Spearman rank correlation coefficient.
The results of the study are as follows.
The textbooks are confirmed as reflecting the learners' interests statistically according to the topic analysis. The topic 'Leisure' is used in the highest rate in textbooks(used 66 times occupying 21.0%); at the same time, the learners' highest interesting topic was also the topic 'Leisure'(selected 59 times occupying 19.7%). However, the more important fact is that other topics are not deeply involved between the textbook rank and the learners' interest rank.
In terms of communicative functions, the textbooks nearly do not deal with the learners' interest. The most commonly introduced communicative function is the 'Transmitting and Requesting information'(used 439 times occupying 20.6%); on the other hand, the 'Expressing emotional attitudes' is the most highly preferred by the students. Other communicative functions are not deeply involved between the textbook and the learners' interest frequency.
The results of the study lead to the following recommendations.
First, the efforts to study and reflect what learners are interested in on textbooks are required to improve their English skills efficiently although introducing various topics and communicative functions are also considered when textbooks are written.
Second, teachers are necessary to analyze revised textbooks and add more contents or activities considering learners' needs and interest so that learners' motivation and the quality of teaching and learning should be improved.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1.1 연구의 필요성과 목적 = 1
• Ⅱ. 이론적 배경 = 3
• 2.1. 2009년 영어과 개정 교육과정의 특징 = 3
• 2.2. 영어 학습에 영향을 미치는 요인 = 11
• 2.3. 학습동기로서의 흥미와 대화문의 소재와 의사소통기능 = 14
• 2.4. 선행연구와의 차이점 = 16
• Ⅲ. 연구내용 = 19
• 3.1. 연구문제 = 19
• 3.2. 연구대상 = 19
• 3.3. 분석기준 = 21
• 3.4. 분석 방법 및 절차 = 26
• 3.5. 연구의 제한점 = 27
• Ⅳ. 연구결과 = 28
• 4.1. 현행 교과서 분석 및 평가 = 28
• 4.2. 설문조사를 바탕으로 한 학생 흥미도 분석 결과 = 40
• 4.3. 교과서 분석 결과와 학생 흥미도 분석 결과 비교 = 43
• Ⅴ. 결론 및 제언 = 61
• 5.1. 요약 = 61
• 5.2. 제언 = 63
• 참고문헌 = 66
• 부록 = 69
• ABSTRACT = 84