2009 영어과 교육과정 기본 어휘 지침이 교과서 개발에 미친 영향
The Influence of Vocabulary Regulations in the 2009 National Curriculum of English on English Textbooks
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The present study attempted to investigate how vocabulary regulations stipulated in the 2009 National Curriculum of English have affected the development of English textbooks. That is, by comparing both vocabulary use and readability scores of the textbooks produced by the 2007 National Curriculum of English and those of 2009, this study tried to examine how the more recent vocabulary regulation has contributed to reducing Korean students’ learning burden. For this, a total of 24 textbooks, that is, 12 matching pairs of high school English textbooks from the 2007 and 2009 National Curriculum of English were analyzed. The results show that the vocabulary regulation of the 2009 National Curriculum of English has significantly contributed to reducing the total number of word families. However, the readability indices of the textbooks developed after the 2009 National Curriculum showed that the 2009 textbooks would be more challenging to read. The results also provide implications for the recent 2015 National Curriculum of English, which has the same educational rationale as that of 2009; the learning burden for vocabulary may be reduced, but controlling text difficulty is expected to be difficult. The study ends by providing some suggestions to complement the limitation of the 2015 National Curriculum of English.
Abstract
The present study attempted to investigate how vocabulary regulations stipulated in the 2009 National Curriculum of English have affected the development of English textbooks. That is, by comparing both vocabulary use and readability scores of the textbooks produced by the 2007 National Curriculum of English and those of 2009, this study tried to examine how the more recent vocabulary regulation has contributed to reducing Korean students’ learning burden. For this, a total of 24 textbooks, that is, 12 matching pairs of high school English textbooks from the 2007 and 2009 National Curriculum of English were analyzed. The results show that the vocabulary regulation of the 2009 National Curriculum of English has significantly contributed to reducing the total number of word families. However, the readability indices of the textbooks developed after the 2009 National Curriculum showed that the 2009 textbooks would be more challenging to read. The results also provide implications for the recent 2015 National Curriculum of English, which has the same educational rationale as that of 2009; the learning burden for vocabulary may be reduced, but controlling text difficulty is expected to be difficult. The study ends by providing some suggestions to complement the limitation of the 2015 National Curriculum of English.
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