日韓の義務教育における英語教科書の比較研究 －小中連携英語教育の将来像検討のために－

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  • ニッカン ノ ギム キョウイク ニ オケル エイゴ キョウカショ ノ ヒカク ケンキュウ ショウチュウ レンケイ エイゴ キョウイク ノ ショウライゾウ ケントウ ノ タメニ
  • A Contrastive Study of English Language Textbooks Used in Compulsory Education in Korea and Japan-To Think of the Present Problems and the Future Design of Public English Language Education in Japan

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The latest revision of the MEXT Course of Study allowed individual elementary schools to implement "English Activities" as a part of "International Understanding Studies", during the "Periods for Integrated Studies" also known as "Sogo-teki na Gakushu no jikan." It was recently reported by the Ministry of Education (MEXT) that "English Activities" are now practiced in 93.6% of all elementary schools in Japan. However, the time allotted to these "English Activities" varies greatly among schools. The level of the classes also differs from school to school, because the homeroom teachers, ~ho are uncertified to teach English, have no authorized textbooks to use as it is not an official subject. Under the current education system, it is impossible to link up these activities practiced in elementary schools with junior high school English language education, which seems to be a very inefficient policy. In South Korea, which has a similar EFL (English as a Foreign Language) environment to that of Japan, English has been officially taught as a compulsory subject from the 3rd to the 6th grade in elementary schools since 1997. There, English is systematically learned according to a national syllabus using textbooks edited and published by the Ministry of Education. These textbooks full of games, songs, chants and many amusing and interesting language-use activities come with their own audio cassette tapes and multi-media CD-ROMs. Using these materials, the pupils learn English once a week for 45 minutes in the 3rd and 4th grades, and twice a week in the 5th and 6th grades. How much difference will be made in the learners' acquisition of English by these differences in educational systems between the two nations? In this paper, the content of the Korean textbooks for elementary schools will be minutely analyzed. Furthermore, a contrastive analysis will be made of the contents of the text and activities in the first and the last lessons, and of the grammatical syllabuses of the whole junior high school textbooks of both countries. On the basis of these analyses, some suggestions will be given regarding the future design of the public English language education of our nation.

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