초등영어 교과서의 단어 해독가능도
Decodability of Primary School English Textbooks
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본 논문은 초등학교 영어 교과서에 제시된 단어들이 영어 입문기 학생들에게 어느 정도의 읽기 접근성(accessibility)을 제공하는지를 분석하고자 하였다. 이를 위해 초등영어교과서의 읽기 및 쓰기 단어의 해독가능도(decodability)를 분석하고 초보 학습자를 위한 읽기 재료로서의 유용성을 탐색하였다. 연구 결과 전체 텍스트에서 단어의 반복 비율을 나타내는 단어 밀집도(word density)가 5학년의 경우, 매우 낮게 나타났다. 이는5학년 교과서에 제시되는 단어가 자주 반복되지 않는다는 의미이다. 초보 학습자의 경우, 단어 구조가 간단한 어휘에 자주 노출되어야 함에도 불구하고 5학년 교과서는 이를충족시키지 못하는 것으로 나타났다. 다음으로 단어의 해독가능도를 분석한 결과 5, 6학년 교과서 모두, 해독가능도가 낮은 단어의 비율이 높게 나타났다. 이로써 초등학교영어 교과서는 입문기 학생들의 읽기 텍스트로는 부적합한 것으로 나타났다. 따라서,교과서 집필시 초기 읽기 학습에 필요한 단어가 선정될 필요가 있음을 시사하고 있다.
Abstract
At the earlier stage of reading development, careful attention needs to be paid to the texts. Selection of words, topics, contents, or genres of the texts have significant influence on the reading development of young learners. Among these, word selection is the most critical factor controlling text difficulty, because learners experiment with words to internalize the rules of sound and letter relationships. Therefore, texts particularly for the beginning readers should be written so that learners are exposed to the appropriate number of, as well as suitable levels of words. The purpose of this study is to investigate word-density and the decodability of primary school English textbooks. Analysis results revealed: Compared to the 5th grade textbook density (78%), the 6th grade textbook has lower word density (21.4%). This result signifies that word repetition is rarely found, and this makes the 5th grade textbook more difficult, particularly to the students who are struggling to read. Another data has shown that the decodability of both the 5th grade and 6th grade textbooks are very high, even compared to the textbooks for the American primary school children. These factors, high density and high decodability of the textbooks, provide readers with difficulty in learning to read. On the basis of the results, some ideas for national curriculum and textbook writing have been suggested.
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