한국과 중국 고등영어교과서 비교: 코퍼스 기반 어휘 분석
A Comparative Study of Vocabulary in High School English Textbooks in South Korea and China: a Corpus-Based Analysis of Lexicon
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초록
This study analyzed the vocabulary used in two corpora—the Korean high school English textbook corpus and its Chinese counterpart—by examining vocabulary size, lexical variation, word frequency, average sentence length, and usage of high-frequency function words and modal verbs. For the study, two kinds of textbooks were selected from each country, and corpora for each country were created. The results of this study indicate that both countries have failed to control lexical variation, although vocabulary size has increased as students move from Grade 10 to Grade 11. The average sentence length in Chinese textbooks was slightly longer than that of Korean. Also, the high-frequency words used in Korean and Chinese English textbooks did not fully represent the standard usage observed in the English corpus, although they were grammatically correct. In particular, the usage pattern of modal verbs in the two texts differed from one another in terms of frequency and meaning. This article has pedagogical implications for the importance of authentic English and its usage in secondary English textbooks.
Abstract
This study analyzed the vocabulary used in two corpora—the Korean high school English textbook corpus and its Chinese counterpart—by examining vocabulary size, lexical variation, word frequency, average sentence length, and usage of high-frequency function words and modal verbs. For the study, two kinds of textbooks were selected from each country, and corpora for each country were created. The results of this study indicate that both countries have failed to control lexical variation, although vocabulary size has increased as students move from Grade 10 to Grade 11. The average sentence length in Chinese textbooks was slightly longer than that of Korean. Also, the high-frequency words used in Korean and Chinese English textbooks did not fully represent the standard usage observed in the English corpus, although they were grammatically correct. In particular, the usage pattern of modal verbs in the two texts differed from one another in terms of frequency and meaning. This article has pedagogical implications for the importance of authentic English and its usage in secondary English textbooks.
참고문헌 (29)
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