An Error Analysis of Current Middle School English Textbooks
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참고문헌
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초록
The purpose of this study is twofold: one is to show how many and what types of errors do the recently adopted middle school English textbooks have; the other is to investigate what changes happen, if any, regarding the volume and types of errors in current English textbooks compared with those of previous ones. To achieve the purpose, first, a native English professor was asked to identify expressions unnatural or unacceptable to him from the English textbooks. Second, six surveys were made based on the misused expressions found by the native English professor. Third, the survey questions were answered by 15 native English instructors at KNU to determine whether those expressions are misused ones. After that, an analytical comparison was made between the errors of the current textbooks and those of previous ones analyzed by Lee (2015). It reveals that the numbers are a bit different, but the types of errors are significantly similar and repetitive. The errors the textbook authors made would shed light on the final or near-final acquisition state of the target language since the textbook authors are all considered to be at a highly advanced level of English.
Abstract
The purpose of this study is twofold: one is to show how many and what types of errors do the recently adopted middle school English textbooks have; the other is to investigate what changes happen, if any, regarding the volume and types of errors in current English textbooks compared with those of previous ones. To achieve the purpose, first, a native English professor was asked to identify expressions unnatural or unacceptable to him from the English textbooks. Second, six surveys were made based on the misused expressions found by the native English professor. Third, the survey questions were answered by 15 native English instructors at KNU to determine whether those expressions are misused ones. After that, an analytical comparison was made between the errors of the current textbooks and those of previous ones analyzed by Lee (2015). It reveals that the numbers are a bit different, but the types of errors are significantly similar and repetitive. The errors the textbook authors made would shed light on the final or near-final acquisition state of the target language since the textbook authors are all considered to be at a highly advanced level of English.
참고문헌 (33)
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