• English Language & Literature Teaching
• /
• v.17 no.2
• /
• pp.199-218
• /
• 2011

This study is to explore one of efficient procedures in producing English textbooks for secondary school students. According to a series of changes in the National Curriculum, new textbooks have been selected and used in English classes. Textbooks are one of the fundamental factors in teaching and learning languages together with learners and teachers. So this study emphasizes the significance of textbooks and presents the practical model of producing English textbooks including activity books, from major aspects such as planning, writing, editing, selecting, etc. The current government has made continuing efforts to improve English education development by administrating innovative policies [strategies]. However, there still remain lots of difficulties in this gigantic task, which is not an exception in the matter of textbooks. Therefore, to provide students with better textbooks, the government should not only invest great funds but also renovate the present polluted system of selecting textbooks.

• The Journal of the Korea Contents Association
• /
• v.18 no.7
• /
• pp.412-422
• /
• 2018

The purpose of this research was to compare structural organization of North Korean English textbooks pre and post North Korean 2013 curriculum revision. 5 revised textbooks were selected and compared with old textbooks. First, revised textbooks are dramatically changed into colored printed edition. Second, there appears phrases related to Kim Jong Un for the very first time in the preface. Third, while old textbooks emphasized only reading and writing skills, new textbooks integrate 4 skills. Fourth, new textbooks follow united organization system according to the kinds of school; 7 sub skills of Reading, Listening, Speaking, Writing, Grammar, Vocabulary, Pronunciation for general high middle textbooks and 5 sub skills of Listening, Speaking, Reading, Writing, English in Use for the first high middle textbooks. Also, new textbooks integrate English and other subject contents such as science, geography or computer. Finally, the changed structure organization of new textbooks seems to be similar with the ones of English books in the reference which is presented for the first time in North Korean textbooks.

• The Journal of the Korea Contents Association
• /
• v.18 no.8
• /
• pp.1-8
• /
• 2018

The aim of this study was to analyze the cultural contents represented in elementary school English textbooks for grades 3 and 4 based on the 2015 revised Korean national curriculum. An analysis of cultural contents was conducted on the basis of Morgan(2001)'s five category criteria. Among the five aspects of culture, 'practices' relevant to daily life were presented most frequently in the textbooks followed by 'products'. English textbooks showed a relatively low frequency in 'perspectives' and 'communities' areas of culture. 'Persons' did not appear at all in all eight textbooks. It revealed that there was a serious imbalance in the representation of textbook about cultural contents. In conclusion, there should be balanced cultural contents for the students to have a balanced cultural awareness and to accept cultural diversity and differences. In addition, textbooks should include more various cultural materials and activities for the students to develop four key competencies suggested on the 2015 revised Korean national curriculum.

• The Journal of the Korea Contents Association
• /
• v.14 no.9
• /
• pp.622-633
• /
• 2014

This study delineates the process of analyzing the illustrations in high school English I textbook. The goal of this study is to shed light on the issues related to producing better English textbooks. The methods include analysis of the illustrations in the textbook developed under the 2009 Revised National Curriculum and surveys of teachers and students' awareness about them. This study classified common features in the illustrations to devise four analysis criteria: cultural aspects, expression styles, expression techniques, and linguistic functions of the illustrations. The questionnaire was made for both teachers and students. The questions in the survey of teachers were about the relevance to the contents, the layout and formation, learners' interest, cognitive aspects, easiness of teaching and learning, and connectivity with language functions. In the survey of students, familiarity, interest level, learnability, favored expression technique and expression material were considered. The result of the surveys showed that the teachability and learnability are key factors in developing illustrations for English textbooks, and they should look familiar to the students.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.1
• /
• pp.53-59
• /
• 2023

We aim to investigate whether the activities in the 2015 revised elementary English textbooks are reflected in terms of Multiple Intelligences. Specifically, we analyze three types of activities including project, game, and cultural activities in three types of the 5^th grade English textbooks. Additionally, we compare the differences in the Multiple Intelligences according to three different publishers. The data includes three different sorts of fifth-grade English textbook activities. We found that verbal-linguistic intelligence, interpersonal intelligence, and visual-spatial intelligence are heavily involved in project activities. Verbal-linguistic intelligence, interpersonal intelligence, visual-spatial intelligence, and kinesthetic intelligence are all utilized in game activities. Lastly, cultural activities demonstrate verbal-linguistic and visual-spatial intelligence. In consideration of the diversity of students, we suggest that English textbooks need to consider diverse and well balanced approach to incorporating Multiple Intelligences in order to make the textbooks to meet the needs of the diversity of learners.

• The Journal of the Korea Contents Association
• /
• v.15 no.5
• /
• pp.651-660
• /
• 2015

This study was conducted to consider application methods of infographic that corresponds to the educational goals of English subject, which is applied with different teaching and learning standards than other subjects. The aim of this study is to analyze the types and the characteristics of 'infographic completed by know-how learning', in other words, 'User behaviors involved infographic', which is frequently used in English textbook. Based on an analysis according to the teaching and learning standards, infographic used in English textbook were suggested in three types, which are 'General Concept', 'Significance' and 'Signification' centered infographic. In addition, according to the level of diagram composition, the main visualization attributes were derived as 'Overview', 'Structure', 'Relationships', 'Sequence', 'Transition between states' and 'Messages'. The major findings of this study are as follows: First, it is necessary to conduct a study on diverse display methods for 'Signification-centered infographic' that need to be displayed on the basis of two or more visual attributes. Second, as the purpose of application for applying infographic in English textbook collides with that in information design fields, it is found that verification is required on the educational effects in relation to this aspect.

• School Mathematics
• /
• v.12 no.1
• /
• pp.27-43
• /
• 2010

In this article the conceptual meaning of expression, equation and identity used in Korean mathematics textbooks and American mathematics textbooks is compared and discussed. For this purpose definitions and examples in several mathematics textbooks which are used in Korean elementary school, the 1st grade of middle school and American middle school are investigated. It is founded out that at first there are some parts that give rise to misunderstanding and then there are differences between the Korean terminologies and their corresponding English counterparts. The definitions of expression, equation and identity are advised to examine in the view of middle mathematics curriculum.

• The Journal of the Korea Contents Association
• /
• v.12 no.5
• /
• pp.496-504
• /
• 2012

The purpose of this study is to guide efficient ways to teach cultural aspects in Korean elementary English education through analyzing many studies on elementary English culture education. In global era, English education must be performed based on understanding of other various cultures for authentic communication. However, Korean elementary students have difficulty to approach or to be exposed to the culture of English speaking countries. Elementary English culture education is neither well organized nor performed for some reasons. The reasons are as follows. Frist, English teachers are not confident with the culture and they consider themselves not having enough experiences and knowledge to teach. They were not taught cultural aspects and the cultural aspects were not emphasized. Second, there are not appropriate culture related teaching materials in the textbooks and teachers' guide books. Therefore, necessary cultural aspects should be selected by English education experts and provided in the textbooks and teachers' guide books. Those two books should be systematically connected. Elementary English teachers should have more opportunities to understand and experience other various cultures. Language is a part of culture and culture is a part of language. Acquiring the second language is acquiring its culture. The culture education for authentic communication is accomplished from managing cultural aspects in textbooks and cultivating English teachers with experience and understanding of target culture.

• Journal of The Korean Association of Information Education
• /
• v.14 no.2
• /
• pp.229-240
• /
• 2010

The purpose of this paper is to develop and apply an electronic English textbook for the teaching and learning of 3rd grade students. For this purpose, the textbook was based on XML to maximize the advantages of the electronic textbook format, and avoid the disadvantages of the CD-ROM that $3^{rd}$ grade classes currently use. After electronic textbook was developed, focus group interview was implemented to confirm the effectiveness of that based on interaction, satisfaction, and interests. As a result of this study, interaction, satisfaction, and interests of students will be improved through the use of electronic textbook and it is anticipated self-directed learning ability will be improved. Also, we anticipate that the students' learning effectiveness will be enhanced.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
• /
• 2017.11a
• /
• pp.39-41
• /
• 2017

본 연구에서는 해사영어어휘의 특징인 ballast water, fore peak bulkhead, container, freight station charges와 같은 n-gram의 복수 단어로 구성된 합성어 (multi-word compounds) 태깅(tagging)처리가 포함된 해사영어코퍼스를 구축하였다. 해사영어코퍼스는 백만 단어씩 수집한 학술, 법, 신문, 교과서 4개 하위 코퍼스로 구성된 총 400만 단어의 해사영어코퍼스로 구성되어 있다.