초등학교 영어 교과서 비교 분석 : 5, 6학년 교과서의 내용 영역을 중심으로 = Analysis of elementary school English textbooks : focusing on the contents of 5th and 6th grade textbooks

국문 초록 (Abstract)

초등영어교육의 목표는 일상생활에서 사용하는 기초적인 영어를 중심으로
의사소통능력의 바탕을 쌓고자 하며, 내용으로는 영어의 듣기, 말하기, 읽기, 쓰
기의 네 기능을 점진적으로 함양할 수 있도록 하되 가능한 여러 기능을 통합적
으로 사용하는 능력을 기르도록 요구하고 있다. 추상적 개념으로서의 교육과정
이 실제 교육 현장에 적용될 수 있도록 내용화되고, 구체화 된 결과물이 영어
교과서이다. 따라서 영어교과서가 교육과정 목표를 어떻게 반영하고 있는지를
살펴보는 것은 교과서 평가와 선택을 위해 반드시 필요한 과제로 여겨진다.
본 연구는 초등학교 5, 6학년 영어 교과서의 내용 영역을 비교 분석하여 전반
적인 특성을 밝히고자 한다. 교과서 분석을 위하여 검인정 4종의 5-6학년 8권
을 선정하여 학년별로 A-D 교과서로 명하였으며, 분석의 초점은 단원구성, 언
어 기능, 의사소통기능, 어휘, 문법에 두었다. 분석 기준은 2009 개정 초등영어
과 교육과정의 기준을 중심으로 하되 다른 기준들도 참조하였다. 초등영어교과
서에 대한 교사들의 인식도 설문조사하였다.
교과서 분석의 결과는 아래와 같다. 첫째, 출판사별로 5학년과 6학년 교과서 의 단원구성이 거의 동일하였고, 음성언어를 먼저 학습하고 문자언어를 뒤에
학습하도록 순서화되어 있었다. 둘째, 교과서 A, B는 이해 기능 활동을 더 많
이 포함하고, C와 D는 표현 기능 활동을 더 많이 포함하고 있다. 셋째, 모든
교과서에서 듣기, 말하기는 가장 많은 5-7개 차시에 다루어지고, 읽기는 4-5개
차시에, 쓰기는 2-4개 차시에 다루어지고 있었다. 넷째, 5학년과 6학년 교과서
에서 다루어지는 의사소통기능은 모두 51-52개에 달하며, A, C, D교과서는
23-26개의 기능을, B교과서는 33개의 기능을 포함하고 있었다. 다섯째, 신출어
휘 수의 경우, 교과서 A, C, D(268-274개)는 전반적으로 교육과정의 기준을 따
르고 있었지만 교과서 B(325개)는 상당히 초과하고 있었다. 여섯째, 모든 5학년
교과서의 긴 문장들은 평균 6.2개의 단어를 포함하는 반면 6학년은 7.2개의 단
어로 이루어져 있어 교육과정의 기준을 만족시키고 있었다 일곱째, 차시별 가
장 긴 문장의 평균길이에서 A와 D교과서는 중간 정도로, B교과서는 가장 긴
것으로, C교과서가 가장 짧은 것으로 밝혀졌다. 여덟째, 6학년의 모든 교과서가
평서문, 의문문, 명령문, 청유문, 감탄문의 5종류를 포함하고 있었으며, 부정문
의 사용 빈도는 높지 않았다. 아홉째, 모든 교과서에 주로 1-3형식의 문장이 사
용되었고, 4-5형식 문장은 거의 사용되지 않았다. 열 번째, 모든 교과서에 사용
된 구절동사의 수는 많지 않았으며, 동사의 현재, 과거, 미래 시제가 사용되었
으나 완료형 시제는 사용되지 않았고, 문법형태소는 습득순서와 학습난이도 순
서에 전반적으로 부합되게 제시되고 있었다. 마지막으로, 설문조사에 참여한 대
부분의 초등학교 영어교사들은 교과서 A를 사용하고 있었으며, 사용하는 교과
서에 대하여 긍정적으로 인식하고 있었다.
위의 결과들은 초등영어교사들이 다양한 영어 교과서의 특성을 이해하고 교
수와 학습을 위한 교과서 선택 시 유용한 참고자료가 될 것으로 여겨진다. 또
한 본 연구는 초등영어 교과서의 내용 영역을 광범위하게 비교 분석하였다는
점에서 교과서 분석 연구 분야의 발전에 작은 기여를 할 것으로 기대한다.

목차 (Table of Contents)

• 국문초록 ·············································································································· ⅰ
• I. 서 론 ·················································································································· 1
• Ⅱ. 이론적 배경 ···································································································· 4
• 1. 영어 교재와 교과서 ································································································ 4
• 가. 개념······················································································································ 4
• 나. 필요성 ·················································································································· 5
• 2. 교과서 내용의 구성 요소······················································································ 6
• 가. 언어 기능············································································································ 6
• 나. 의사소통 능력과 기능······················································································ 7
• 다. 어휘······················································································································ 9
• 라. 문법 ·················································································································· 11
• 3. 선행 연구················································································································ 21
• Ⅲ. 연구 방법 ······································································································ 24
• 1. 교과서 선정 ············································································································ 24
• 2. 교과서 분석 기준 ·································································································· 26
• 가. 2009 개정 교육과정························································································ 26
• 나. 이론적 기준 ······································································································ 28
• 다. 내용 영역 분석 기준······················································································ 29
• 3. 교사의 인식 조사 ·································································································· 29
• Ⅳ. 분석 결과 및 논의 ······················································································ 31
• 1. 단원 구성 ·············································································································· 31
• 2. 언어 기능 ·············································································································· 33
• 가. 이해 및 표현 기능·························································································· 33
• 나. 개별 언어 기능································································································ 35
• 다. 차시별 언어 기능 ···························································································· 37
• 3. 의사소통기능 ·········································································································· 39
• 4. 신출 어휘················································································································ 47
• 가. 단원별 신출 어휘 ···························································································· 47
• 나. 내용어와 기능어······························································································ 50
• 5. 문법·························································································································· 52
• 가. 문장 길이·········································································································· 52
• 나. 문장 유형·········································································································· 58
• 다. 문장 형식·········································································································· 62
• 라. 구절 동사·········································································································· 68
• 마. 동사 시제·········································································································· 69
• 바. 문법 형태소 ······································································································ 70
• 6. 교사의 인식 조사 ·································································································· 71
• 7. 요약 ························································································································ 73
• V. 결론 및 제언 ································································································· 79
• 참고 문헌 ············································································································· 82
• Abstract ················································································································ 86
• 부 록 ··············································································································· 89
• 1. 단원 구성 체계 - 5학년 ················································································ 90
• 2. 의사소통기능 - 5학년·························································································· 91
• 3. 단원별 신출 어휘 - 5학년·················································································· 93
• 4. 3형식 문장·············································································································· 95
• 5. 문법 형태소 제시 순서 조사 예시 ···································································· 98
• 6. 설문지 ···················································································································· 100