중학교 1, 2, 3학년 개정교과서와 2016-2020년 듣기 모의고사 코퍼스기반 어휘 분석: 어휘 수준, 다양성, 고빈도 내용어 중심
A corpus-based vocabulary analysis of the revised textbooks for middle school 1st, 2nd, and 3rd graders and the 2016-2020 listening test: focusing on word difficulty , diversity , and high frequency content words
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초록
This study investigated the differences of word difficulty, diversity and high frequency content words in English textbooks for middle school and in the listening test. For this analysis, the listening scripts in 36 textbooks and listening tests for the past 5 years were collected. Then the passages were analyzed by AntCont 3.5.9 and Wordsmith tool 7.0. As a result of the study, the token coverage rate of NGSL 1level increased as the grade level increased, while 2level decreased. In addition, it was found that it was not possible to properly prepare for the listening test only with the content words presented in the first and second grade textbooks. Finally, it was confirmed that the word difficulty and diversity presented in textbooks and listening test by grade level increased or decreased without a certain standard. These results indicate the need to pay attention to vocabulary difficulty and diversity control by grade level when selecting vocabulary for textbooks and listening test as well as considering the connection. For this, objective standards of word difficulty and diversity by grade are required, and these standards should be consistent with the exact evaluation of learners' English listening achievement.
Abstract
This study investigated the differences of word difficulty, diversity and high frequency content words in English textbooks for middle school and in the listening test. For this analysis, the listening scripts in 36 textbooks and listening tests for the past 5 years were collected. Then the passages were analyzed by AntCont 3.5.9 and Wordsmith tool 7.0. As a result of the study, the token coverage rate of NGSL 1level increased as the grade level increased, while 2level decreased. In addition, it was found that it was not possible to properly prepare for the listening test only with the content words presented in the first and second grade textbooks. Finally, it was confirmed that the word difficulty and diversity presented in textbooks and listening test by grade level increased or decreased without a certain standard. These results indicate the need to pay attention to vocabulary difficulty and diversity control by grade level when selecting vocabulary for textbooks and listening test as well as considering the connection. For this, objective standards of word difficulty and diversity by grade are required, and these standards should be consistent with the exact evaluation of learners' English listening achievement.
참고문헌 (24)
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