코메트릭스(Coh-Metrix)를 이용한 고등학교 영어1과 영어2 교과서 문어 텍스트의 코퍼스 언어학적 난이도 분석
A Corpus-based Analysis of the Difficulty of the Reading Materials in High School English 1 and 2 Textbooks using Coh-Metrix
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The increase of approved textbooks enables teachers to meet the various needs of students. To encourage creativity and diversity English textbooks were developed under the minimum guidance only about the number of words. This study was performed to analyze the difficulty between high school English 1 and 2 textbooks using Coh-Metrix 3.0, an automated web-based program designed to analyze text and discourse features based on linguistic discourse characteristics. Of the 108 indices which Coh-Metrix serves, 14 measured values containing descriptive indices, text easability principal component scores, readability, lexical diversity, word frequency, semantic cohesion, incidence of connectives and pronouns were used. The result indicates that the level of difficulty between high school English 1 and 2 textbooks is not well-established based on most of the Coh-Metrix measures except for word count, semantic cohesion, and FKGL(Flesch-Kincaid Grade Level). This study implies specific guidelines considering influence factors as well as the number of words are needed for the design of school English textbooks.
Abstract
The increase of approved textbooks enables teachers to meet the various needs of students. To encourage creativity and diversity English textbooks were developed under the minimum guidance only about the number of words. This study was performed to analyze the difficulty between high school English 1 and 2 textbooks using Coh-Metrix 3.0, an automated web-based program designed to analyze text and discourse features based on linguistic discourse characteristics. Of the 108 indices which Coh-Metrix serves, 14 measured values containing descriptive indices, text easability principal component scores, readability, lexical diversity, word frequency, semantic cohesion, incidence of connectives and pronouns were used. The result indicates that the level of difficulty between high school English 1 and 2 textbooks is not well-established based on most of the Coh-Metrix measures except for word count, semantic cohesion, and FKGL(Flesch-Kincaid Grade Level). This study implies specific guidelines considering influence factors as well as the number of words are needed for the design of school English textbooks.
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