2015 개정 교육과정에 따른 고등학교 영어교과서의 언어 형식 분석

The purpose of this paper is to classify the language forms which are used in the high school textbooks based on the 2015 revised national curriculum, and to identify the starting point in teaching specific English language forms according to levels (elementary, middle, and high school levels). To achieve this goal, this study analyzes 11 English textbooks for high school freshmen which follow the 2015 revised national curriculum. First of all, language forms in the textbooks are analyzed on the basis of the grammatical features categorized in the curriculum. The curriculum provides 40 grammatical features for the high school level, and thus, the target language forms in the textbooks are investigated in reference to these features. In addition, target language forms in each textbook are classified into elementary, middle, and high school levels in accordance with the criteria in the revised curriculum, which indicates the guidelines for the starting point in teaching a specific grammatical feature. The results of this study are as follows: 1) Language forms dealt with in the English textbooks vary, which implies that there can be a big difference according to which textbook is selected in English class. Some grammatical features, such as relative clause and participle construction, are treated in many textbooks, while others, like conjunctive adverbs and determiners, are rarely dealt with. 2) Six textbooks mainly contain the high school level with regard to the starting point in teaching grammatical features. The other five textbooks, however, include relatively more language forms of the middle school level. Therefore, depending on the textbook selection, the level of grammar learning can be quite different. The findings of this study suggest the following pedagogical implications. Firstly, English teachers should consider grammatical aspects when they choose a textbook for their English class. Secondly, teachers should try to select a textbook suitable to students English competence.