고등학교 영어 교과서와 원어민 대화 코퍼스에 나타난 담화표지어 so 비교 분석
A Comparative Analysis of the Discourse Marker So in High School English Textbooks and a Conversational Corpus of Native Speakers of English
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Adopting a corpus-driven approach, this study aims to examine the frequencies, positional preference and functions of the discourse marker (DM) so in high school English textbooks based on the 2009 and 2015 revised national curricula in comparison with those in conversational corpus of native speakers of English. The results indicate that the DM so is less frequently used in the textbooks than the conversational corpus, and that the textbooks show a different positional distribution of so since the two most frequent positions are utterance initial and medial positions in the textbooks and utterance initial and turn initial positions in the corpus. The corpus findings demonstrate that so performs 7 textual functions and 4 interactional functions, while only 4 textual functions and 2 interactional functions are found in the textbooks. Given that DMs are crucial in achieving pragmatic competence, substantial revisions to the examples of the DM so in the textbooks are required in order to provide a more comprehensive picture to students as to how it is used.
Abstract
Adopting a corpus-driven approach, this study aims to examine the frequencies, positional preference and functions of the discourse marker (DM) so in high school English textbooks based on the 2009 and 2015 revised national curricula in comparison with those in conversational corpus of native speakers of English. The results indicate that the DM so is less frequently used in the textbooks than the conversational corpus, and that the textbooks show a different positional distribution of so since the two most frequent positions are utterance initial and medial positions in the textbooks and utterance initial and turn initial positions in the corpus. The corpus findings demonstrate that so performs 7 textual functions and 4 interactional functions, while only 4 textual functions and 2 interactional functions are found in the textbooks. Given that DMs are crucial in achieving pragmatic competence, substantial revisions to the examples of the DM so in the textbooks are required in order to provide a more comprehensive picture to students as to how it is used.
참고문헌 (37)
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