의사소통 기능에 따른 교재분석 : 초등 1, 2학년을 중심으로

다국어 초록 (Multilingual Abstract)

The purpose of this study was to provide basic data to design a textbook by analyzing and comparing communicative functions of the textbooks most frequently used in the present first and second elementary school students.
To achieve this purpose, main dialogue parts in a total of six English textbooks were analyized according to the spiral communicative functions categories under the 7th national curriculum. Elementary English textbooks are designed based on the structural communicative principle of the syllabus design, a mixture of the structural syllabus and the notional-functional syllabus, so as to make up for limitations of the pure communicative syllabus. The language syllabus design is an important comtempoary feature of effective language programs. Especially the systematic language syllabus and textbooks are pertinent to helping teachers set up appropriate EFL curriculum in Korea.
For this reason, the specific procedure of this study was each communicative functions and language forms have to be recycled proposed by Finocchiaro & Brunfit.
First, in a spiral, the communicative functions return to a functional category after its initial presentation.
Second, a familiar function may review, but give learners the possibility to handle more complex concepts within a grammatical category or within notions.
Third, the material studied previously is recalled, reviewed, and integrated with the new learing in the curriculum, a number of different functions may be clustered in one unit.
With the result of the analysis, as for communicative functions, all the textbooks try to cover various communicative skills, but more emphasis on such items as 'factual informing' and 'describing thing', which reflects the main goal of communication is the transation of information. And we can divide domestic textbooks and imported textbooks. In the domestic textbooks, various communicative functions was recycled, but language form was more reviewed in the imported textbooks.
In conclusion, the textbooks used for our learners are imported from the countries where English is primary used, and most of them are constituted on the basis of communicative competence. But the disposed communicative functions and language forms in those textbooks are considerably different from domestic textbooks. Communicative language learning could be the most effctive when students learn a systematic course of textbooks. Considering these, developing textbooks is urgent for the first and second elementary school students.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1.1 연구의 필요성 및 목적 = 1
• 1.2 연구의 구성 = 2
• Ⅱ. 이론적 배경 및 선행연구 = 4
• 2.1 의사 소통적 접근법 = 4
• 2.1.1 의사 소통 능력의 정의 = 4
• 2.1.2 의사소통 기능의 성격 = 7
• 2.1.3 의사 소통 기능의 분류 = 9
• 2.2 교수법과 의사소통 기능 = 12
• 2.2.1 청화식 교수법 = 12
• 2.2.2 의사소통 중심 교수법 = 14
• 2.3 영어교재의 교수요목 = 15
• 2.3.1 문법 중심 교수요목 = 15
• 2.3.2 언어기능 중심 교수요목 = 16
• 2.3.3 의사소통 중심 교수요목 = 17
• 2.4 의사 소통 기능의 제시방법 = 19
• 2.4.1 선형적 제시방법 = 19
• 2.4.2 나선형적 제시방법 = 20
• 2.4.3 제 7차 영어과 교육과정 = 22
• 2.4.4 교재 분석 기준제시 = 23
• 2.5 선행연구 = 24
• Ⅲ. 연구내용 및 분석 = 26
• 3.1 연구 내용 = 26
• 3.2 교재 분석 대상 및 체제 = 26
• 3.3 의사소통 기능의 체계성 분석 = 29
• 3.3.1 의사소통 기능의 배열 = 29
• 3.3.2 언어 형태 배열 = 42
• 3.3.3 기능들간의 배열 = 60
• 3.4 분석결과의 비교 = 68
• 3.4.1 국내교재와 수입교재의 비교 = 76
• Ⅳ. 결론 및 제언 = 78
• 참고 문헌 = 80
• Abstract = 83
• 부 록 = 85