• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.141-142
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• 2018

본 발표문은 서두수의 Korean Literary Reader(1965)를 소개하고 영어를 중심으로 쓰인 한국문학 교과서로서의 면모를 파악하는 것을 목적으로 한다. '영어로 쓰인'이 아닌 '영어를 중심으로 쓰인'이라는 수식을 붙인 이유는 한국문학에 대한 개략적인 역사는 영어로 서술되었지만, 한글로 된 원문을 수록한 본문에서는 어렵거나 생소한 단어만 영어로 주석을 달았기 때문이다. 따라서 완전히 영어로만 서술된 한국문학 교과서라고는 할 수 없다. 하지만 Korean Literary Reader(1965)를 통해 초창기 미국-한국문학 교과서의 형태를 살필 수 있다는 점에서 의미가 있다고 하겠다. 또한 저자 서두수의 행적 안에서 미국에서 이 책을 발간한 목적 중 몇 가지를 유추하는 것으로 발표를 마친다.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.435-444
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• 2014

As vocabulary acquisition has become one of the emerging key issues in the foreign language education field, interest in vocabulary learning strategies (VLS) has also increased. However, little has been done to investigate the vocabulary learning strategies of young learners. Therefore, this study attempts to investigate VLS use in elementary school English language textbooks. A total of three fifth grade English textbooks and teachers' guidebooks were chosen and analyzed with the vocabulary learning strategies taxonomy suggested by Scbmitt (1997). The researcher identified there were only a limited number of vocabulary learning strategies in the textbooks and most of them were consolidation strategies. It was concluded that a variety of VLS should be introduced in multiple ways in consideration of learner preference, styles, culture and level of English proficiency. Some implications for the teaching and learning of vocabulary for EFL instruction amongst young learners are discussed.

• Cartoon and Animation Studies
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• s.32
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• pp.383-409
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• 2013

This research comes from the premise that a student-oriented English digital textbook's design should be age appropriate. Our study is intended for third-year elementary students, since that age is the onset of English education within the Korean national curriculum. Our proposal focuses on this age's need for concrete information. Three popular textbooks' designs were analyzed using Cress's "Grammar Flame of Visual Design [Cress 2006]," and the results reflected in our modified book design. Via two case studies, a focus group interview, questionnaire, and observation analysis, we learned that the design of an age-appropriate digital English textbook changes the effectiveness of the education. An age-appropriate modified digital English textbook improves student satisfaction and interest. Our research proposes a systematic textbook design guide for age-specific preferences and characteristics.

• Journal of Digital Contents Society
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• v.16 no.5
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• pp.757-766
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• 2015

Recent technological advancements, along with an increase in mobile Internet access, have spurred on significant developments in the production of e-textbooks. This case study explored the affordances of an iPad e-textbook through teacher and student experiences in English lessons using observation and interviews. The results showed that English learners and teacher benefited from handy and quick web access and the all-in-one features of the e-textbook (dictionary, hyperlinks, and note-taking functions). However, information oversupply by the e-textbook confused students' learning and both students and teacher pointed out technical difficulties in using the e-textbook. In order to implement English pedagogy with technologies such as iPad e-textbooks, teachers should be equipped with the relevant technical skills and content knowledge in order to assist them in becoming autonomous learners in the digital classroom.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.331-341
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• 2017

This paper aims to analyze English vocabulary of the North Korean textbooks diachronically using the constructed English textbook corpus. The North Korea English textbooks attained from Information Center on North Korea of the Ministry of Unification are divided into before and after Kim Jong-Il era for the year of 1996 in which the curriculum revision has been conducted. They are stored as text files to analyse vocabularies using WordSmith Tools 7.0. The vocabulary size of the revised textbooks increased after the curriculum reorganization, but the number of vocabulary types and vocabulary diversity decreased. After the curriculum revision, it was found that lots of vocabulary related to the establishment of the Kim Jong-Il system appeared as the keyword. It was also found that some vocabularies reflected the economic and social life of North Korea. In addition, through comparison of the 100 high-frequency word list and keywords, it can be concluded that the vocabulary of the English textbooks of North Korea is gradually changing into communicative contents from contents related with written language.

• The Journal of the Korea Contents Association
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• v.18 no.7
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• pp.412-422
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• 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
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• v.20 no.1
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• pp.99-106
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• 2020

The aims of this study were to analyze the cultural contents of 5th and 6th grade English textboooks written according to 2015 Revised National Curriculum, and to examine how much suggestions from preceding studies were reflected in the English textbooks. This study also aims to seek directions for desirable culture education in Elementary English textbooks. For this purpose, the culture content in 5th and 6th grade English textbooks were analyzed according to the types, materials, and background. The results show that the current English textbooks still has an imbalance by culture type, material, and background. Futhermore, the suggestions from previous studies were not fully reflected to new English textbooks. Therefore, cultural contents in textbooks should include more varied and balanced culture types, materials, and background in order for effective cultural education. Based on the findings, several suggestions are made for future research.

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

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

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