초등학교 5 · 6학년 영어 교과서의 통사적 복잡성 비교 분석
A comparative analysis of syntactic complexity in 5th and 6th grade English textbooks
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This study examines the syntactic complexity of English textbooks used for 5th and 6th graders in Korea under the 2015 revised national curriculum. As textbooks play a critical role in language acquisition, the current research utilized the L2 Syntactic Complexity Analyzer (L2SCA) to measure and compare the structural intricacies of the sentences used in these textbooks. The analysis spanned 14 syntactic complexity indicators across 10 textbooks, with the results revealing significant differences in complexity levels between the different target grades, suggesting an incremental increase in linguistic challenge. Variations in complexity were also noted across different publishers, with some textbooks not meeting expected progression standards, which could potentially affect their language learning efficacy. This inconsistency highlights the need for a more systematic selection criterion for educational materials. These findings are expected to provide valuable insights for educators, textbook developers, and policymakers, and in particular, they emphasize the importance of aligning textbook content with linguistic development stages to enhance English language education in elementary schools. This paper also provides directions for further research examining the impact of syntactic complexity on language proficiency, such as proposed adjustments in curriculum design to better serve educational goals and student needs.
Abstract
This study examines the syntactic complexity of English textbooks used for 5th and 6th graders in Korea under the 2015 revised national curriculum. As textbooks play a critical role in language acquisition, the current research utilized the L2 Syntactic Complexity Analyzer (L2SCA) to measure and compare the structural intricacies of the sentences used in these textbooks. The analysis spanned 14 syntactic complexity indicators across 10 textbooks, with the results revealing significant differences in complexity levels between the different target grades, suggesting an incremental increase in linguistic challenge. Variations in complexity were also noted across different publishers, with some textbooks not meeting expected progression standards, which could potentially affect their language learning efficacy. This inconsistency highlights the need for a more systematic selection criterion for educational materials. These findings are expected to provide valuable insights for educators, textbook developers, and policymakers, and in particular, they emphasize the importance of aligning textbook content with linguistic development stages to enhance English language education in elementary schools. This paper also provides directions for further research examining the impact of syntactic complexity on language proficiency, such as proposed adjustments in curriculum design to better serve educational goals and student needs.
참고문헌 (35)
- Bae, Jiyoung, "A continuity analysis of the reading passages in elementary and middle school English textbooks with 2015revised national curriculum", Modern Studies in English Language & Literature, 63(2), pp.81~107 (2019)
- Bae, Jiyoung, "A study on the difficulty and continuity analysis of elementary, middle and high school English reading texts : Focusing on the 2015 revised English textbooks", Journal of the Korea English Education Society, 20(4), pp.141~162 (2021)
- Choe, Su Hyeon, "An analysis of writing activities of 9th grade English textbooks based on the 2015revised national curriculum", Modern English Education, 23(4), pp.65~77 (2022)
- Crossley, S. A., "Text simplification and comprehensible input : A case for an intuitive approach", Language Teaching Research, 16, pp.89~108 (2012)
- Crossley, S. A., "A linguistic analysis of simplified and authentic texts", Modern Language Journal, 91(1), pp.15~30 (2007)
- Green, A., "Re-fitting for a different purpose : A case study of item writer practices in adapting source texts for a test of academic reading", Language Testing, 29(1), pp.109~129 (2012)
- Ha, Ok-I., "A comparative study on English writing proficiency of Korean high school students and college students by an analysis of the syntactic complexity", KFMSE, 33(2), pp.421~433 (2022)
- Grammatical structures written at three grade levels, "Hunt, K. W.", National Council of Teachers of English, ~, pp.NCTE Research Report No. 3 (1965)
- Hwang, Eunkyung, "Korean EFL learners’ language development across proficiency levels in written productions", English Teaching, 67(3), pp.27~50 (2012)
- Hwang, Eunkyung, "Syntactic complexity EFL learners’ argumentative writing", Modern English Education, 13(2), pp.123~143 (2013)
- Hwang, Eunkyung, "A comparative analysis of the reading passages in English textbooks between elementary school 5th and 6th grade under the 2015 revised national curriculum", Foreign Languages Education, 26(3), pp.99~119 (2019)
- Ishikawa, S., "Objective measurement of low-proficiency EFL narrative writing", Journal of Second Language Writing, 4, pp.51~69 (1995)
- Jang, Hankyeol, "Analysis of the continuity of reading passages in the 5th and 6th grade elementary school English textbooks based on readability", JKCA, 22(6), pp.116~124 (2022)
- Jang, Hankyeol, "Analysis of the continuity of the reading texts in the 5th and 6th grade English textbooks of primary school : Focusing on syntactic characteristics", The Journal of Studies in Language, 38(1), pp.53~72 (2022)
- Jeon, Ji-Hye, "Analysis of elementary textbooks and learners’ vocabulary awareness according to CEFR Levels", JLCCI, 23(8), pp.313~326 (2023)
- Jeon, Moongee, "An analysis of the continuity among middle school English textbooks with an automated language analysis program", Modern English Education, 16(1), pp.195~218 (2015)
- Jin, T., "Syntactic complexity in adapted teaching materials : Differences among grade levels and implications for benchmarking", The Modern Language Journal, 104(1), pp.192~208 (2020)
- Kang, Hana, "An analysis of continuity of communicative functions in the 2015 revised elementary school English 6 and middle school English 1 textbooks", Foreign Languages Education, 27(3), pp.95~119 (2020)
- Kang, Hana, "Exploring the inter-grade dividing criteria of the elementary grade group English textbooks : Sequence analysis of the communicative functions of listening dialogues", Foreign Languages Education, 28(1), pp.145~168 (2021)
- Lee, Yoon, "An analysis of textual scaffolds of elementary school English textbooks for word reading", Journal of the Korea English Education Society, 20(1), pp.137~160 (2021)
- Lu, X., "Automatic analysis of syntactic complexity in second language writing", International Journal of Corpus Linguistics, 15(4), pp.474~496 (2010)
- Lu, X., "A corpus-based evaluation of syntactic complexity measures as indices of college-level ESL writers corpus-based evaluation", TESOL Quarterly, 45, pp.36~62 (2011)
- McLaughlin, B., "T-unit analysis in second language research : A critical review", Applied Linguistics, 8(2), pp.184~208 (1987)
- Ministry of Education, "English curriculum (No. 2015-74)", Ministry of Education, ~ (2015)
- Norris, J. M., "Towards an organic approach to investigating CAF in instructed SLA : The case of complexity", Applied Linguistics, 30(4), pp.555~578 (2009)
- Om, Hye Rang, "An analysis of difficulty levels in CSAT English reading passages based on criterion-referenced assessment : Focusing on lexical complexity and syntactic complexity", Journal of Learner-Centered Curriculum and Instruction, 22(6), pp.397~416 (2022)
- Ortega, L., "Planning and focus on form in L2 oral performance", Studies in Second Language Acquisition, 21(1), pp.109~148 (1999)
- Ortega, L., "Syntactic complexity measures and their relationship to L2 proficiency : A research synthesis of college-level L2writing", Applied Linguistics, 24(4), pp.492~518 (2003)
- Park, Kwanghyun, "A closer look at L2 students’ syntactic complexity and teacher’s revision : A comparative case study", Studies in English Education, 25(1), pp.73~96 (2020)
- Park, Seon-yeong, "A corpus-based study of syntactic complexity measures as developmental indices of college-level L2learners’ proficiency in writing", Korean Journal of Applied Linguistics, 28(3), pp.139~160 (2012)
- Park, Soojeong, "The analysis of reading texts about 5th and 6th grade English textbooks with 2015 revised national curriculum", Primary English Education, 27(1), pp.5~25 (2021)
- Ryu, Jisu, "An analysis of text difficulty across grades in Korean middle school English textbooks using Coh-Metrix", The Journal of Asia TEFL, 17(3), pp.921~936 (2020)
- Song, Juha, "A comparison of the lexical, syntactic, and discourse features between the listening and the reading texts in the college scholastic ability test", Modern English Education, 22(1), pp.57~69 (2020)
- Song, Juha, "An analysis of the reading passages represented in the textbooks of middle", high school and national achievement English tests through syntactic complexity and readability, 2021, pp.14(2), 48~66
- Wolfe-Quintero, K., "Second language development in writing: Measures of fluency, accuracy and complexity" (1998), University of Hawaii Press