2015 영어과 교육과정 교과서에 나타난 의사소통기능의 사용 분포 및 특성 분석
Analysis of the Distribution and Characteristics of Communicative Functions Used in English Textbooks Based on the 2015 National Curriculum
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The present study attempted to examine the distribution and characteristics of communicative functions according to the textbook hierarchy and section, focusing on ‘Common English’―‘English I’―‘English II’ textbooks based on the 2015 National Curriculum. Those textbooks were also compared with the use of the communicative functions utilized in Korean learner spoken and written corpora and English native speaker spoken and written corpora. The results showed that first, in the three textbooks, the function of ‘delivering information and requesting information’ took up the largest portion in common, and there was no clear difference in the frequency or diversity of the communicative functions among the textbooks. Second, the three textbooks showed a pattern quite similar to the distribution of the communicative functions used in the English native speaker corpora. However, in the case of the Korean learner corpus, the ratio of some communicative functions (e.g., expressing emotions) was much higher than that shown in the textbooks. Third, among the top 10 sub-functions of the communicative functions used in the three textbooks and four corpora, four sub-functions such as ‘making statements and reporting’ were commonly used in all the datasets. In conclusion, some implications were presented, including the result that it was possible to analyze communicative functions used in a large amount of textbook data.
Abstract
The present study attempted to examine the distribution and characteristics of communicative functions according to the textbook hierarchy and section, focusing on ‘Common English’―‘English I’―‘English II’ textbooks based on the 2015 National Curriculum. Those textbooks were also compared with the use of the communicative functions utilized in Korean learner spoken and written corpora and English native speaker spoken and written corpora. The results showed that first, in the three textbooks, the function of ‘delivering information and requesting information’ took up the largest portion in common, and there was no clear difference in the frequency or diversity of the communicative functions among the textbooks. Second, the three textbooks showed a pattern quite similar to the distribution of the communicative functions used in the English native speaker corpora. However, in the case of the Korean learner corpus, the ratio of some communicative functions (e.g., expressing emotions) was much higher than that shown in the textbooks. Third, among the top 10 sub-functions of the communicative functions used in the three textbooks and four corpora, four sub-functions such as ‘making statements and reporting’ were commonly used in all the datasets. In conclusion, some implications were presented, including the result that it was possible to analyze communicative functions used in a large amount of textbook data.
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