영어 회화 교과서에 대한 학습자ㆍ교사 반응과 대학수학능력시험과의 연계성

Learners’ and teachers’ responses on high school English conversation textbooks and its relationship with CSAT

  The present study has two primary purposes: to report the responses of learners and teachers toward high school English conversation textbooks; and to compare listening question types in these textbooks with question types in the Korea college scholastic ability test (CSAT). Data was collected through questionnaires from 223 high school students and 22 Korean English conversation course teachers in Kyonggi province. The survey results show that both teachers and students had negative attitudes toward their textbooks. The lack of interesting content and topic, the small amount of learning per lesson, tedious listening activities and the low degree of difficulty in listening and speaking activities failed to make the users feel content with their textbooks. The comparisons of the question types on the CSAT with those in eight textbooks reveal the highest correlation coefficients as .90 and the lowest as .34, indicating no particular pattern of relationship in the latter case between test question types and textbook question types. The results of the present study suggest that it is necessary to develop current high school English conversation textbooks to fulfill learners’ and teachers’ needs. Furthermore, these textbooks should be adapted to meet the objectives of the national curriculum, and especially to improve learners’ communicative competence in English.