중학교 3학년 영어 교과서 읽기 자료 비교 분석
A comparative analysis of the reading materials in the middle school English Textbooks for the 3rd year students.
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참고문헌
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초록
The purpose of this study is to analyze and compare the reading materials in the middle school English Textbooks for the 3rd year students using Coh-Metrix. The Coh-Metrix indices used in this study are descriptive, text easability, latent semantic analysis, lexical diversity, syntactic complexity and readability. This study compared the difficulty and comprehensibility of the five English textbooks. Furthermore, the study examined the organization of the units in each textbook. The results show that there exist great differences among these textbooks, but the difference was statistically significant only in descriptive and readability indices, and that the units in each textbook were not organized according to the difficulty and comprehensibility of the reading materials. Therefore it is concluded that the textbooks were varied in the comprehensibility of the reading materials and the units in each textbook are not organized according to the 2011 National English Curriculum. This conclusion strongly suggests that school textbooks should be developed by authors, reviewed by reviewers, and selected by teachers according the detailed and objective criterion or standards.
Abstract
The purpose of this study is to analyze and compare the reading materials in the middle school English Textbooks for the 3rd year students using Coh-Metrix. The Coh-Metrix indices used in this study are descriptive, text easability, latent semantic analysis, lexical diversity, syntactic complexity and readability. This study compared the difficulty and comprehensibility of the five English textbooks. Furthermore, the study examined the organization of the units in each textbook. The results show that there exist great differences among these textbooks, but the difference was statistically significant only in descriptive and readability indices, and that the units in each textbook were not organized according to the difficulty and comprehensibility of the reading materials. Therefore it is concluded that the textbooks were varied in the comprehensibility of the reading materials and the units in each textbook are not organized according to the 2011 National English Curriculum. This conclusion strongly suggests that school textbooks should be developed by authors, reviewed by reviewers, and selected by teachers according the detailed and objective criterion or standards.
참고문헌 (19)
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- 전문기, "코메트릭스(Coh-Metrix)를 이용한 중학교 1학년 개정 영어 교과서의 코퍼스 언어학적 비교 분석", 영어교육연구, 21(4), pp.265~292 (2009), 팬코리아영어교육학회
- 전문기, "Coh-Metrix를 이용한 중학교 1학년과 2학년 개정 영어교과서 읽기 자료의 코퍼스 언어학적 연계성 분석", 언어과학연구, (56), pp.201~218 (2011), 언어과학회
- 정사열, "Middle School English 3" (2013), 천재교육
- 허은주, "Coh-Metrix를 이용한 초∙중등 영어교과서의 코퍼스 언어학적 연계성 분석", 석사, 영어영문학과, pp.2012
- McNamara, D. S., "Coh-Metrix easability components: Aligning text difficulty with theories of text comprehension", Paper presented at the annual meeting of the American Educational Research Association (2011)
- "Coh-metrix version 3.0" (2012)[URL]
- Zhang, X. C., "A corpus-based analysis of listening scripts in high school English textbooks", 석사, pp.2011