의사소통 전략을 중심으로 한 개정 7차 중학교 3학년 영어교과서 분석

Abstract

This study aims to explore communication strategies in the third grade of middle school English textbooks according to the revision of the seventh national school curriculum. The textbooks and the corresponding activity books were randomly selected and analyzed based on both the taxonomy of achievement strategies by Nakatani (2005) and compensatory strategies by Poulisse (1990). The analysis was focused on which strategies were reflected in the textbooks most and least, and how they were to be improved. Consequently, they both showed poor results. Especially compensatory strategies did not appear in the textbooks at all. The English textbooks according to the revision of the seventh national school curriculum generally involve the error-free discourses between proficient speakers of English rather than authentic conversations spoken by various people who have different English proficiencies. In this vein, the poor results from both researchers' taxonomies are acceptable to some extent, since there scarcely exist the cases in the textbooks foreign language learners try to overcome communication breakdown. These findings show that the reflection of communication strategies in the textbooks need to be improved in frequency and variety.