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2015 고등 영어과 개정교과서 통사적 복잡성 및 이독성 비교 분석

An analysis of Korean high school English textbooks through syntactic complexity and readability

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현대영어교육학회 (The Modern English Education Society)|2021.02|현대영어교육 (Modern English Education)|제22권 제1호|pp. 57-69|DOI 10.18095/meeso.2021.22.1.57

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키워드

high school English textbooks통사적 복잡성readabilitysyntactic complexity이독성고등 영어교과서

초록

The present study compared the reading passages represented in prescribed English textbooks (High School English 0) and non-prescribed textbooks (High School English 1, 2) used in Korean high schools through lexical complexity and readability. To achieve this purpose, the L2 Syntactic Complexity Analyzer (L2SCA) and three different readability indices, Flesch-Kincaid Grade Level (FKGL), Flesch Reading Ease score (FRE), and Gunning Fog Index (GFI), were utilized. One-way ANOVA and a post-hoc test (Scheffe Test) were performed on 76 passages for High School English 0, and 53 for High School English 1 and 2. Results showed that in terms of syntactic complexity, no statistical differences were found between High School English 0 and 1. On the contrary, High School English 0 and 2 differed across every syntactic complexity measure, and 5 out of 14 measures were significantly different between High School English 1 and 2. With regard to readability, significant differences were observed among the textbooks (i.e., High School English 0/1, 1/2, and 0/2). These results imply more syntactic variation is required between High School English 0 and 1, but that hierarchy is properly being maintained for readability levels across the 2015 revised high school English textbooks.

Abstract

The present study compared the reading passages represented in prescribed English textbooks (High School English 0) and non-prescribed textbooks (High School English 1, 2) used in Korean high schools through lexical complexity and readability. To achieve this purpose, the L2 Syntactic Complexity Analyzer (L2SCA) and three different readability indices, Flesch-Kincaid Grade Level (FKGL), Flesch Reading Ease score (FRE), and Gunning Fog Index (GFI), were utilized. One-way ANOVA and a post-hoc test (Scheffe Test) were performed on 76 passages for High School English 0, and 53 for High School English 1 and 2. Results showed that in terms of syntactic complexity, no statistical differences were found between High School English 0 and 1. On the contrary, High School English 0 and 2 differed across every syntactic complexity measure, and 5 out of 14 measures were significantly different between High School English 1 and 2. With regard to readability, significant differences were observed among the textbooks (i.e., High School English 0/1, 1/2, and 0/2). These results imply more syntactic variation is required between High School English 0 and 1, but that hierarchy is properly being maintained for readability levels across the 2015 revised high school English textbooks.

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