제 7차 개정 교육과정에 기초한 중학교 1학년 수준별 보조교과서의듣기 활동 분석
Analysis of Listening Tasks in Middle School English 1 Activity Books based on the 7th Revised National Curriculum
- 주제(키워드) listening tasks , communicative competence , syllabus , 7th revised national curriculum
- 발행기관 아주대학교
- 지도교수 맹 은경 교수님
- 발행년도 2012
- 학위수여년월 2012. 2
- 학위명 석사
- 학과 및 전공 교육대학원 TESOL
- 실제URI http://www.dcollection.net/handler/ajou/000000012489
- 본문언어 영어
- 저작권 아주대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
≪Abstract≫ This study aims to analyze whether the listening tasks in the middle school English 1 activity books include appropriate activities to improve English communicative competence. For the study, twenty activity books were selected, and all the listening tasks in the listening sections and the assessment parts were examined. For data analysis, two criteria were used; one is the achievement standards and six listening performances from the revised national curriculum, and the other is the classification of communicative activities by Littlewood (1981). The findings from the analysis are as follows. First, listening tasks did not evenly cover all the achievement standards and all the six listening performances which the revised national curriculum proposed. Achievement Standards 2, 3, 4 and 7 were mainly realized in the listening tasks rather than all the standards being applied evenly. In addition, extensive listening, selective listening and reactive listening performances were mostly implemented in listening tasks. Second, the listening tasks in the examined activity books mainly focused on functional communicative activities. The activity books needed more social interaction activities to better develop communicative competence. All in all, to enhance students’ communicative ability, listening tasks should evenly cover all the achievement standards and six listening performances that the revised national curriculum suggested, and a greater number of various and balanced communicative activities related to the standards should be developed.
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Table of Contents
1. Introduction ……………………………………………………………. 1
2. Theoretical Background ……………………………………………….. 4
2.1 Communicative Competence …………………… ………………… 4
2.2 Well-planned syllabus for communicative competence; communicative-grammatical approach ……………………………. 6
2.3 Achievement standards and Classroom listening performances ……9
2.4 Communicative Activities ………………………………………… 12
3. Methodology ……………………………………………………...…... 17
3.1 Analysis Area ………………………………………………..……. 17
3.2 Analysis Criteria ………………………………………………….. 20
3.2.1 Based on the Achievement Standards and Six classroom listening performances ………………………………….... 20
3.2.2 Based on Littlewood’s classification of Communicative activities …………………………………………..………. 25
4. Results and Discussions ………………………………………………. 28
4.1 Results of the analysis depending on the achievement standards … 28
4.2 Results of the analysis depending on six listening performances ……………………………………………………………………...33
4.3 Results of the analysis depending on Littlewood’s (1981) criteria ………………………………………………………………….…..39
5. Conclusions and Limitations ………………………………………..…44
5.1 Conclusions ………………………………………………………...44
5.2 Limitations …………………………………………………………47
References ………………………………………………………………….48
