한일 고등학교 영어교과서의 시간 형용사에 대한코퍼스 기반 비교 분석
A Corpus-Based Comparative Analysis of Time Adjectives in High School English Textbooks of Korea and Japan
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The purpose of this paper is to investigate and compare the use of three time adjectives new/old/young in high school textbooks of Korea and Japan. The main findings of the study are as follows. First, while the order(high to low) of frequency in the use of time adjectives such as new:135/231: old: 125/188 and young 73/100 is consistent between Korean and Japanese textbooks, the frequency of the three adjectives used is higher in Japanese textbooks than in Korean textbooks. Second, the proportion of time adjective+noun expressions out of all common combined nouns in both textbooks is as low as 30%, hence it is reasonable to state that there is more commonality than difference in combined nouns of adjective+noun expressions of Korean and Japanese textbooks. Third, the proportion of common time adjective+noun expressions between COCA(top 20) and Korean/Japanese textbooks is just approximately 55% and 52%, respectively. These results strongly suggest that we should consult native English speakers’ corpus when we write and publish English textbooks
Abstract
The purpose of this paper is to investigate and compare the use of three time adjectives new/old/young in high school textbooks of Korea and Japan. The main findings of the study are as follows. First, while the order(high to low) of frequency in the use of time adjectives such as new:135/231: old: 125/188 and young 73/100 is consistent between Korean and Japanese textbooks, the frequency of the three adjectives used is higher in Japanese textbooks than in Korean textbooks. Second, the proportion of time adjective+noun expressions out of all common combined nouns in both textbooks is as low as 30%, hence it is reasonable to state that there is more commonality than difference in combined nouns of adjective+noun expressions of Korean and Japanese textbooks. Third, the proportion of common time adjective+noun expressions between COCA(top 20) and Korean/Japanese textbooks is just approximately 55% and 52%, respectively. These results strongly suggest that we should consult native English speakers’ corpus when we write and publish English textbooks
참고문헌 (19)
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