아동 이야기책의 올바른 선정을 위한 텍스트 복잡도의 이해 및 비판적 고찰
Understanding of text complexity and its critical review for proper selection of children's storybooks
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초록
아동 문학은 영어 교육에 있어 실제적이고 소중한 자료로 언어 습득 및학습에 긍정적인 영향을 제공한다. 반면, 학습자의 수준에 적합하게 의도적으로 만들어진 자료가 아닌 실제적인 자료이기 때문에 Ellis와Brewster(2001)와 Sullivan(1991)은 외국어로서의 영어를 학습하는 학생에게는 영어 이야기책에 쓰여진 언어가 너무 복잡할 수 있다고 지적하였다. 우리나라와 같은 EFL 환경에서도 이야기책을 포함하여 영어 아동 문학이영어 교육을 위해 종종 활용되는 점을 고려한다면, 텍스트의 복잡도(text complexity)에 대한 이해 및 세심한 고찰이 필요하다. 따라서 본 논문에서는 다양한 이독성 공식, 통사적 복잡도 공식 및 측정 단위, 렉사일 지수, 그리고 미국 공통 핵심 학력 기준에 제시된 텍스트 복잡도 모델을 상세하게 고찰해 보고, 아동 이야기책과 같은 실제 자료를 영어교육에 활용할때 텍스트의 언어적 난이도를 분석하기 위한 방법을 제언한다.
Abstract
Children's literature, which is authentic and valuable material for teaching English, provides a positive impact on language acquisition or learning. On the other hand, since it is authentic which means it is not written with the purposeful considerations to match learners' language levels, Ellis and Brewster (2001) and Sullivan (1991) pointed out that language written in storybooks can be too complex to EFL learners. Considering that children's literature including storybooks is often used in teaching English, it is of importance to understand what text complexity means. In this sense, this paper reviews a range of topics including classic readability formulas, syntactic complexity formula, units of measurement for measuring syntactic complexity, Lexile level, and the text complexity model suggested by Common Core State Standards for English Language Arts & Literacy. Lastly, this paper concludes with suggestions how to analyze text complexity when we use children's storybooks for teaching English.
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