자기 주도적 학습자 양성을 위한 영어학습전략 교수 모형 연구: 중학교 영어교과서를 중심으로 = English language learning strategy instruction in Korean English textbooks for middle school students’ self-regulated learning

다국어 초록 (Multilingual Abstract)

This study was planned to examine whether Korean middle school English textbooks include strategy instruction and if so, what strategies are covered as well as how to teach them. Learning strategy is considered as an essential factor of self-regulated learning in such a standardized test as the Programme for International Student Assessment (PISA). This study also aimed to propose a strategy teaching model to promote middle school students’ self-regulated learning. We developed the coding scheme with 19 English language learning strategies in a thoroughly planned way, with which we analyzed 59 textbooks: 25 for the first graders, 19 for the second graders, and 15 for the third graders. Only a few strategies were included with explicit names and/or explanations while most strategies were implicitly introduced. Before-reading strategies and before-listening strategies were covered more than the other types of strategies. Textbooks for the second graders included significantly less kinds of strategies less often than those for the first and third graders. Based on the results, we proposed a strategy teaching model for each grader with before-, during-, and afterreading strategies. This study is expected to provide teachers with practical information of what strategies to teach and how to teach them. Detailed results and discussions are given, as are implications for English teachers and further potential research directions.

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