| Summary: | 碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士班 === 102 === This study used the content analysis method to perform a comparative study on elementary school English textbooks between Taiwan and Korea. The study objects are the elementary school English textbook of Kang Hsuan- Hello Darbie from Taiwan and YBM from Korea. There are four items in the process of textbooks analysis: designs of themes, adoptions of genre, the amount of vocabulary and the sentence structure. Additionally, the self-adapted check list of textbook was utilized as a research instrument in this study. Then finding out the difference between two textbooks according to the percentage of checklist. After data collection and analysis , the major findings of this study are as follows :
First, findings related to designs of themes include: themes of English textbooks in both Taiwan and Korea are practical, living and interesting. The most repeated theme on the edition of Kang Hsuan is “Customs & lifestyle “ and “Activity “ on the edition of YBM. Moreover , the edition of YBM combines more themes than the edition of Kang Hsuan in one unit. In other words, the edition of YBM provided a wider learning content.
Second, findings related to adoptions of genre include: the content of two textbooks is under an organized structure. Although chants, conversation, letters, maps, songs, storyies and tables are included, it would be better to add some more suitable genre for elementary school students, such as advertisements, cartoons and jokes. It could make the content more multivariate.
Third, findings related to the amount of vocabulary include: in order to avoid learning in a fixed way, the part of vocabulary has intergrated in the situational picture of the unit on both two versions. The edition of Kang Hsuan had 282 “words for production” and the edition of YBM had 386. In addition, the edition of Kang Hsuan provided “words for recognitione” on the word list. It helped students do the extended learning. Besides, the two versions of textbook had different number of words in each book. This status might increase students' learning difficulties.
Fourth, findings related to the sentence structure include: the difficulty of sentence was in the proper sequence on both textbooks. The main teaching sentence begin with “What” was the most common sentence. Moreover, the present tence is the most frequent sentence on both textbooks. Furthermore, the edition of YBM had furture tence in the unit.
Based on the above conclusions, the researcher made recommendations for teachers to choose textbooks and textbook editors to compile textbooks.
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