2015 개정 교육과정 기반 초등학교 6학년과 중학교 1학년 영어 교과서 쓰기 활동 분석

An analysis of writing activities in 6th and 7th grade English textbooks for the 2015 Revised National Curriculum

The goal of this study was to analyze and compare the writing activities in the 6th and 7th grade English textbooks developed according to the guidelines of the 2015 Revised National Curriculum. The criteria used for the analysis were the four levels of language, four types of writing activities, five stages of process writing, and three types of feedback. Three 6th grade English textbooks and three 7th grade English textbooks were analyzed. The results showed that, compared to the 7th grade textbooks, the 6th grade textbooks had fewer activities for practicing writing, and activities for practicing the four levels of language were not balanced. Free writing activities were the least used activities in both grades but there were more of these in the 7th grade textbooks. The textbooks for both grades revealed a limited use of process writing, focusing heavily on the planning, drafting, and publishing stages of writing. Also, corrective feedback was mostly provided by teachers with little or no self-feedback or peer feedback for the varied types and stages of writing. Based on the results, pedagogical implications and suggestions for developing English textbooks for 6th and 7th grades are discussed.