The purpose of this study is to diagnose the problems of pronunciation education in middle school and to examine its improvement plans. For this purpose, this study conducted a survey on students' perceptions of 75 third-grade middle school students i... The purpose of this study is to diagnose the problems of pronunciation education in middle school and to examine its improvement plans. For this purpose, this study conducted a survey on students' perceptions of 75 third-grade middle school students in Seoul (39 students in basic class and 36 students in advanced class) and analyzed the 5 types of 2009-revised educational curriculum English textbooks for second-grade middle school students. The student perception survey included 36 items in terms of (1) the general perception of pronunciation learning, (2) the current status of pronunciation learning, (3) the recognition on textbook pronunciation learning area, (4) the recent circumstance of textbooks and other learning material utilization. The study also analyzed pronunciation learning area of the 2009 -revised middle school English textbooks regarding learning volume, content organization, learning activity form, example form, and linkage with speaking/listening activities. Finally, the study discussed the problems of Korean middle school pronunciation education and English textbook pronunciation learning area and presented the improvement plans by integrating the students’ recognition survey and textbook analysis. The findings of this study on the problems of Korean middle school pronunciation education are as follows. First, although the awareness of the effectiveness of pronunciation education was high, the amount of time spent by students on pronunciation learning was highly small. Even though 54.7% and 77.3% of respondents perceived the relationship between pronunciation learning and listening and speaking ability, respectively, 34.7% of students stated that they did not participate in pronunciation learning at all, and 30.7% of students stated that they participated in pronunciation learning less than one hour per week. Second, students with high academic achievements were highly aware of the effectiveness of suprasegmental features, while those with low academic achievements had relatively low perception. The perception that the suprasegment learning helped to improve listening ability corresponded to 75.0% in the advanced class, and 25.6% in the basic class. Likewise, the perception that suprasegment learning helped to improve speech corresponded to 80.5% in the advanced class and 48.7% in the basic class. Third, students' satisfaction and utilization of textbook pronunciation learning area were highly low. The respondents who answered that textbooks helped pronunciation learning were very low (22.7%), and 64.0% stated that the amount of textbook learning pronunciation was insufficient. Forty nine. four% of the respondents stated that they were not interested in learning pronunciation of textbooks, and 80% of students, the majority of the total respondents, stated that they did not use textbooks during pronunciation learning. Fourth, in some textbooks, the proportion of segmental content was too high to be balanced than that of suprasegments. Fifth, the reliance on private education for pronunciation learning was high. The results of this study suggest that the improvement of pronunciation education and textbook pronunciation learning area in classroom is needed. Teachers should understand the advantages and disadvantages of the pronunciation learning area of English textbooks adopted by their schools and prepare supplementary materials considering the interests and level of students. In addition, teachers should appropriately explain the importance of suprasegment learning to students. Furthermore, it is necessary to include the pronunciation in the assessment items during performance evaluation to increase students' pronunciation learning motivation. Finally, in revising the textbooks, students' level, interests, and needs should be reflected to supplement the textbook pronunciation learning area. ，韩语论文网站，韩语毕业论文 |
