The Korean Association for the Study of English Language and Linguistics

[ Article ]

Korea Journal of English Language and Linguistics - Vol. 21, No. 0, pp.581-598

ISSN: 1598-1398 (Print) 2586-7474 (Online)

Print publication date 31 Jan 2021

Received 30 May 2021 Revised 18 Jun 2021 Accepted 27 Jun 2021

DOI: https://doi.org/10.15738/kjell.21..202106.581

2015 개정 교육과정과 2009 개정 교육과정에 기반한 중학교 영어 교과서의 영어학습전략 교수 현황 비교 분석 연구

Kyoung Rang Lee ; Ju Eun Lim

Professor, Department of English Language and Literature, Sejong University, Tel: 02-3408-3118 kranglee@sejong.ac.kr
Researcher, Dept. of English Language and Literature, Sejong Univ., Tel: 02-3408-3302 etntn2@naver.com

A comparison of English language learning strategies in Korean middle school English textbooks between 2009 and 2015 Revised Curricula

© 2021 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This paper aims to investigate how many, and how often, English language learning strategies are introduced in Korean middle school English textbooks (2015 Revised Curricula) to promote self-regulated learning. To this end, the coding scheme developed for analyzing English language learning strategies in the textbooks with 2009 Revised Curriculum was used; four categories were grounded and added to the coding scheme. Thirty-nine textbooks (2015) were analyzed and compared with the previous study with 59 textbooks (2009). First, 2015 Revised Curriculum emphasized the importance of self-regulation in learning, which seemed to increase the categories and frequencies of the strategies dramatically. Second, speaking and writing strategies were also significantly added to reading and listening strategies, which mainly consisted of the 2009 textbooks. Third, although the total in speaking and writing strategies increased, the during-strategies of which were still not enough to help learners practice speaking and writing. Fourth, there was little differences in the categories and frequencies of the strategies among the grades, unlike the 2009 textbooks (the textbooks for the second graders had less than those for the first and third graders). With the detailed results, future studies regarding classroom practices are suggested, as are implications for the next Revised Curriculum.

Keywords:

English language learning strategies, middle school English textbooks, 2015 Revised curriculum, self-regulation

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