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高等學校 共通英語 敎材의 意思疏通 技能 分析 원문보기
(An) Analysis of the Categories of Communicative Functions in High School English Textbooks

  • 저자

    홍경화

  • 학위수여기관

    昌原大學校 敎育大學院

  • 학위구분

    국내석사

  • 학과

    영어교육전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    51p.

  • 키워드

    고등학교 공통영어 영어교재 의사소통;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9469281&outLink=K  

  • 초록

    The ultimate goal of English education is to help students achieve fundamental communicative competence. The textbooks are the materials on which teachers are most dependent during the teaching-learning process. Therefore, they are very important. The purpose of this study is to analyze the categories of communicative functions presented in high school English textbooks and review their appropriateness. In order to achieve this purpose, dialogue parts in each textbook were analyzed according to various categories including communicative functions, situations and topics. The major findings of the analysis are as follows: In respect of communicative functions, most of the sentences in dialogues consisted of exchanges of factual information. So various expressions in the real life were not presented. In respect of social roles, the relationships between two people were almost friend to friend. Some textbooks presented various social roles, but others only a few social roles. Even though various social roles were presented, the relation of friends accounted for 58.68% of these. Therefore, the expressions used by various people weren't presented in the textbooks. In respect of psychological roles, equal attitudes were presented 64.72%. This was closely connected with the proportion of friend relation in the social roles. It is necessary that dialogues which contain more various psychological roles be presented in the textbooks. In respect of places, most of them which the dialogues took place were unspecified. So it is expected that the students might have difficulty in using what they learn from the textbooks in real life. It is necessary that places in the textbook be presented specifically. In respect of topics, the frequency of them varied greatly among the textbooks. It has shown that the topics presented in the textbooks weren't various. It requires that more various expressions be presented associated with topics. On the basis of the results of the analysis, it can be concluded that the present high school English textbooks do not provide the necessary communicative functions to improve students' listening and speaking abilities. More various communicative functions, social roles, psychological roles, places and topics should be presented and their distribution should be balanced.


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