2022 개정 교육과정에 따른 초등학교 4학년 영어 교과서와 지도서의 듣기 전략 분석

Listening strategies in elementary English textbooks and teachers’ guides

This study analyzes how listening strategies are presented in fourth-grade English textbooks and teachers’ guides developed under the 2022 Revised English Curriculum. With the curriculum’s increased emphasis on self-directed learning and strategic use of language learning strategies, it is essential to examine whether the current instructional materials adequately support listening strategy development. Eight sets of textbooks and corresponding teachers’ guides were analyzed, focusing on (a) the degree and manner of strategy presentation and (b) the frequency of strategy types. The results show that listening strategies are incorporated to varying degrees across the materials, with implicit presentation being overwhelmingly dominant in both the textbooks and teachers’ guides. Cognitive strategies appeared most frequently, while metacognitive strategies were moderately represented and social–affective strategies were rarely included. Although some materials provided explicit guidance—such as strategy tips or structured pre-listening procedures—overall balance and diversity in strategy instruction were limited. These findings highlight the need for more systematic and explicit integration of listening strategies in elementary English materials. Suggestions for improving future textbook development and directions for further research are also presented.