2015 개정 교육과정이 적용된 초·중등 영어교과서의 읽기 지문 연계성 분석

Language learning involves not only acquiring the linguistic forms and structures but understanding how language is used appropriately in different socio-cultural contexts. It is believed teaching of speech acts can help foreign language learners enhance their competence in language use and enable them to communicate with native speakers successfully (Hymes, 1974; Searle, 1969; Wolfson, 1989; Yu, 1999). In the English as a Foreign Language (EFL) context, English textbooks play an important role for those students who receive their language inputs primarily from textbooks (Kim & Hall, 2002). Therefore, the present study aims to investigate the appropriateness of speech act presentation in the elementary English textbooks with respect to English language instruction in Taiwan. Two adjacency pairs of speech acts (compliments/compliment responses and requests/request responses) in seven series of elementary English textbooks were scrutinized to see whether adequate information regarding these two speech act pairs was properly delineated. In addition, semi-structured interviews were conducted to explore elementary school English teachers' awareness of cultural-specificity in language use. The findings show that compliments, compliment responses, requests and request responses were not adequately presented in the elementary school English textbooks. The speech act presentation in the textbook did not mirror precisely the native English speakers' interaction norms and seemed to inaccurately represent the actual language use. Results from teacher interviews indicate that English teachers did not seem to equip themselves with sufficient and adequate knowledge of cultural-specificity in language use, which may be adverse for language learners. These findings suggest that textbook designers properly integrate speech acts into elementary school English instruction, and teachers further develop professional knowledge in pragmatics to facilitate their English teaching to elementary school children.

The acquisition of the English prepositions poses a big challenge to the primary learners who study English as a foreign language. The main purpose of this study is to examine the primary students’ understanding of prepositions and their abilities to use prepositions correctly. Moreover, this research also aims to determine the causes of the difficulties elementary students face while learning English prepositions. Firstly, for this purpose, the study analyzes the types and meanings of English prepositions, which are presented in the elementary English textbooks. For the English textbooks used for the third, fourth, fifth and sixth grades, the study examines an elementary English teachers’ guide published by three publishers (i.e., Chunjae Education INC, YBM and Daekyo) and used most commonly by the elementary schools in Gyungnam province. Secondly, 200 primary students were tested using a preposition test which was written based on the elementary English textbooks.

Language and culture are inseparable, and English teaching should not be limited to knowledge transmission but also carry the mission of cultural exchange.The English curriculum has both instrumental and humanistic aspects.The English Curriculum Standards (2001) for the first time included cultural awareness as one of the curriculum standards, indicating that young students, as the successors of their country, should have an understanding of different cultures, especially their own culture.However, investigations have found that the proportion of native culture in current Chinese middle school English textbooks is relatively low, and cultural teaching is often neglected in actual English classes.This not only hinders the cultivation of students' cross-cultural abilities but also hampers the further development of China as a culturally rich nation.This paper examines the content and proportion of native culture in the People's Education Press (PEP) middle school English textbooks and proposes corresponding cultural teaching designs based on the textbook content.This aims to address the current neglect of cultural teaching in English education and provide theoretical references for textbook developers while offering practical teaching paradigms for English teachers on the frontlines.

This study aimed to provide objective indicators for learners and teachers when they select and apply a series of children’s literature suitable for each school year. As an additional study aim, a corpus of children’s literature series using corpus linguistics methodology has been constructed, and the 2015 revised English curriculum, along with the full textbook of each publisher, has been also corpusized. The authors selected children’s literature based on the ERIK (English Reading Index in Korea), which comprises the reading phases applicable to Korean learners, including a total of 16 series from the children’s literature in ERIK phases 1-4. The number of books in each series was set to 25, and the criterion for the curriculum vocabulary was the basic vocabulary list of the 2015 revised English curriculum. For the criteria for textbook vocabulary, the present study downloaded textbook data from each publisher’s website and constructed a textbook corpus. Further, the authors compared the children’s literature corpus with the basic vocabulary list of the 2015 revised English curriculum and identified the vocabulary concordance rate between the two. Additionally, vocabularies that are frequently used in the children’s literature series but are not included in the basic vocabulary list were examined. Last, the authors selected a series of children’s literature that was the most suitable for each textbook by examining the vocabulary concordance rate between the series and the textbooks of each school year.

GET is one of the most important verbs in English, notable for its diverse forms, complement patterns, and high frequency. Since verbs are central to sentence formation, ESL/EFL learners must develop a native-like understanding of verb usage in their target language to achieve grammatical competence. In this regard, this paper examines how the usage patterns of GET are presented in middle school English textbooks in Korea, comparing these patterns to real-life usage in contemporary American English through a corpus-based approach. The analysis reveals that the usage of GET in the middle school English textbooks in Korea is relatively limited compared to its real-life usage in Contemporary American English. Based on the results, this paper suggests potential revisions to textbook content to better reflect authentic language usage. In addition, it highlights the effective integration of AI/digital tools and Artificial Intelligence Digital Textbooks (AIDTs) to support middle school English teachers in Korea. Furthermore, this study also contributes to the broader literature on English textbook analysis, identifying areas for further research in the field.

Modal auxiliaries appearing in textbooks have been analyzed in this study. Through comparing the analysis to corpus data, effective teaching methods have been discovered so that learners can understand and use modal auxiliaries precisely. On the basis of semantic criteria, frequency of modal auxiliaries has been aggregated in terms of each grade and communication means. The following conclusion is as follows. First, there lie differences between the frequency of modal auxiliaries in textbooks and that in corpus data, which means that teachers are expected to offer a variety of samples in order for students to contact authentic language. Second, each modal auxiliary has various meaning but textbooks barely introduce it. Thus, teachers should not rely on the typical meaning of modal auxiliaries when they teach.

The Representation of English Cultural Knowledge in Middle School English Textbooks

An analysis of grammar activities in middle school English textbooks and learners’ perspectives

중2~3 영어 교과서와 NAEA 중3 영어 시험에 나타나는 관계절의 분포

The present study examines the use of especially and its synonyms, particularly, specially, specifically, and in particular, in Chinese and Korean EFL learners` writing in comparison with native English speakers` use and then investigates the relationship between English textbooks and learners` language use. To do this, a Chinese learner corpus, a Korean learner corpus, and the Corpus of Contemporary American English (COCA) were utilized. Furthermore, widely used middle and high school English textbooks from China and Korea were scrutinized. It was found that especially and particularly were the only of the studied synonyms from the COCA that occurred with comparable frequency, the rest appearing much less frequently. Chinese and Korean EFL learners overused especially and underused particularly compared to native speakers. The earlier introduction and more frequent occurrence of especially than particularly in textbooks could possibly influence EFL learners` selection of the former over the latter. Chinese and Korean EFL learners tended to put especially and particularly in the sentence-initial position functioning as a sentence modifier, while native speakers by and large employed them in sentence-medial position functioning as a modifier of an adjective. The collocates of especially and particularly in Chinese and Korean EFL learners` texts were mostly nouns, whereas adjectives were the most common collocates in native speakers` texts. Some implications of the findings are also discussed.

Objectives This study aimed to categorize experiences of abuse in childhood and adolescence and compare and analyze cross-sectionally and longitudinally the differences in depression, anxiety, aggression, and self-esteem in childhood and adolescence. Although recent studies have examined the effects by stage of development (elementary, middle, and high school), this study aimed to suggest early intervention methods to prevent aggression caused by abuse experiences during childhood and adolescence by comparing the effects by stage of development (elementary, middle, and high school). That is, the study was conducted to verify how experiences of abuse, depression and anxiety, and self-esteem during childhood and adolescence affect aggression from elementary school to high school. Methods For this purpose, we used the data from the Korean Welfare Panel Survey on Children from 2015 to 2021 for 9 years. We analyzed the data of a total of 1,174 students who were enrolled in elementary school in 2015 (10th), middle school in 2018 (13th), and high school in 2021 (16th). The research model was analyzed using the SPSS program and PROCESS macro. Results Looking at the analysis results, first, to verify research question 1, the mediating effect was confirmed using PROCESS macro model 4. As a result, it was confirmed that there was a mediating effect of depression and anxiety between childhood and adolescence abuse experiences and aggression in all elementary, middle, and high school periods. Second, to verify research question 2, the moderated mediating effect of PROCESS macro model 7 was confirmed. As a result, the moderated mediating effect of self-esteem was confirmed in the relationship between childhood and adolescent abuse experiences and aggression, depression, and anxiety during elementary and high school, but the moderated mediating effect of self-esteem was not confirmed during middle school. Conclusions Based on previous research, the implications of the results of this study were discussed and an intervention plan to effectively reduce aggression was suggested based on the results.

During the pandemic, breakthroughs in learning were required, one of which was the conversion of printed versions of traditional teaching materials into digital teaching materials. While there were many digital textbooks or e-books available on the internet, there was no SD thematic material packaged digitally based on augmented reality and capable of displaying an engaging, augmented reality for students. This augmented reality-based thematic textbook could help elementary students understand basic thematic material, and its products could be installed on all students’ computers and smartphones, making learning more enjoyable. The research method of this study was based on the ADDIE R&D model (analysis, design, develop, implement, and evaluate). Elementary thematic textbooks from various publishers were analyzed, which revealed that no national publisher has produced augmented reality-based elementary thematic textbooks for grade 1. Following that, four chapters of augmented reality-based elementary thematic textbooks were designed, which were validated by learning material and learning media experts with scores of 90 and 92, respectively, indicating that this product is suitable for limited testing in elementary schools in Semarang and its environs. This augmented reality-based elementary thematic textbook is effective because it displays augmented reality, pictures and fun music.
 Keywords: design, elementary thematic textbooks, augmented reality, ability, student literacy

The study aims 1) describe character values in low-grade elementary school textbooks; 2) describe the strategy of presenting character values contained in low-grade elementary school textbooks. Expected out of the study are research reports relating to character values in low-grade elementary school textbooks and publications in scientific journals. The research method used is a qualitative descriptive method with the researcher as a key instrument. Data collection is done by the listening-note method. Data analysis is qualitatively descriptive. The object of the research is the textbook of elementary school issued by Kemendikbud and Erlangga. Data analysis includes data reduction, data presentation, data verification, and triangulation. This research cover is a scientific article to be published in nationally accredited scientific journals 3-6 and the proceedings of international seminars. The level of technological maturity (TKT) of this research is included at level 1, which is the basic principle of the techniques studied. The results showed that almost all character grades appeared in low-grade elementary school textbooks. The strategy of presenting character values through reading text and various tasks.

As AI has been utilized as major artistic media and instructional resources, it is essential to conduct an in-depth analysis of how AI education is being implemented in art. Textbooks serve as a crucial object of such an analysis, as they are considered one of the most official and widely used teaching materials, thereby possessing strong educational significance and representativeness. Accordingly, this study aims to analyze the current status of AI education in art subject by examining AI-related content in elementary, middle, and high school textbooks developed under the 2022 rev. Korean National Art Curriculum, and to propose future directions for the subsequent textbooks. The analysis was conducted based on four criteria: the structure and sequence of units, the flow and organization of learning activities, the types of materials and media, and AI literacy in art education. The results indicate that elementary school textbooks focus on cultivating interest and familiarity with AI through everyday examples, middle school textbooks emphasize building foundational competencies by encouraging exploration and inquiry with diverse AI media and resources, and high school textbooks promote the development of social, cultural, and comprehensive AI capabilities by engaging learners in contemporary art practices with amalgamative AI strategies. Furthermore, the textbooks across all three school levels demonstrate a coherent AI developmental progression on students’ stages of learning.

The study aimed to investigate the effectiveness of a phonological awareness skills training program in improving decoding skills of third grade students with reading disabilities. The initial sample included 40 students enrolled in the learning disabilities program in elementary schools in Oman. They were assessed for diagnosing those who have reading disabilities through adopting the procedures of the IQ-achievement discrepancy model. The Raven’s Matrices and a reading achievement test were administered to students. Then, 14 students among those diagnosed with reading disabilities were randomly distributed to an experimental and a control group. Participants in the experimental group received training in phonological awareness for 10 weeks whereas the control group participants did not. The participants of both groups were administered two tests in phonological awareness (PA) and decoding skills (DS) pre and post the training. Results of the study indicated that there were statistically significant differences between the experimental and control groups on the sub-tests of the PA and DS tests except for fluency in reading passages. However, a comparison of the pre and post scores of the experimental groups showed that they obtained significant gains in all sub scores following the training.