한국 고등학교 교과서에 사용된 영어동사의 보충절 분석
An Analysis of the Clausal Complement of English Verbs Used in High School English Textbooks
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This paper examines both the frequency of verbs taking that-complements and the meaning differences caused by that omission or retention in V that S V construction. A total of 15 high school English textbooks were collected and analyzed for each grade to investigate how much the students are exposed to that omission or retention constructions. According to the frequency analysis, the verbs think and say are most likely to allow that omission in the complement while the verb know is the most frequent in that-retention construction. There was no consistence of the frequency in the two constructions in each textbook, however. It is also found that there are meaning differences between the two constructions in the analysis of the context used in the textbooks. That omission constructions express personal and informal meanings, but that-retention constructions show formal and informative meanings. From the empirical data analysis about the frequency and the meaning differences of the two constructions, this study suggests that various constructions related to verb complements be presented in the classroom, and that teachers demonstrate the meaning differences between them.
Abstract
This paper examines both the frequency of verbs taking that-complements and the meaning differences caused by that omission or retention in V that S V construction. A total of 15 high school English textbooks were collected and analyzed for each grade to investigate how much the students are exposed to that omission or retention constructions. According to the frequency analysis, the verbs think and say are most likely to allow that omission in the complement while the verb know is the most frequent in that-retention construction. There was no consistence of the frequency in the two constructions in each textbook, however. It is also found that there are meaning differences between the two constructions in the analysis of the context used in the textbooks. That omission constructions express personal and informal meanings, but that-retention constructions show formal and informative meanings. From the empirical data analysis about the frequency and the meaning differences of the two constructions, this study suggests that various constructions related to verb complements be presented in the classroom, and that teachers demonstrate the meaning differences between them.
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