중학교 국어 교과서의 어휘 분포 양상 분석 -2015 개정 천재(박) 교과서 형용사를 중심으로-

Abstract

The purpose of this study is to analyze vocabulary distribution in middle school Korean language textbooks based on the 2015 Revised National Curriculum. In this study, a corpus for morphological analysis was built from Chunjae Education’s 6 middle school textbooks written by Park Y. M. et al. (2018-2020) (for the 1st semester of the first grade through the 2nd semester of the third grade); the distribution of adjectives was analyzed according to grades and subject domains; and their lists were suggested as an appendix. As for vocabulary distribution by grade, in the case of the first grade, type frequency was 381 and token frequency was 1,837; in the case of the second grade, type frequency was 395 and token frequency was 1,730; and in the case of the third grade, type frequency was 393 and token frequency was 1,930. This study classified vocabulary according to grades on the basis of lists of basic vocabulary proposed by the 2003 report of the National Institute of Korean Language, and suggested their lists. As a result, for the first grade, 59 adjectives were classified into the 1st stage (Class A), 95 into the 2nd stage (Grade B), 65 into the 3rd stage (Grade C), and 162 into stages beyond the 3rd stage. As for the second grade, 62 adjectives were classified into the 1st stage, 81 into the 2nd stage, 75 into the 3rd stage, and 177 into stages beyond the 3rd stage. And as for third grade, 60 adjectives were classified into the 1st stage, 91 into the 2nd stage, 75 into the 3rd stage, and 167 into stages beyond the 3rd stage. The 2015 revised Korean language curriculum is divided into five domains of listeningㆍspeaking, reading, writing, grammar, and literature. As for distribution according to subject domains, in the case of listeningㆍspeaking domain, type frequency was 193 and token frequency was 891. In the case of reading domain, type frequency was 257 and token frequency was 1,149. In the case of writing domain, type frequency was 138 and token frequency was 601. Also, as for grammar domain, type frequency was 138 and token frequency was 548, and as for literature domain, type frequency was 566 and token frequency was 2,312. According to the characteristics of curriculum achievement criteria in subject domains, in the domain of listeningㆍspeaking, adjectives signifying subjective evaluation and judgment about the other’s opinion were used with great frequency; in the domain of reading, adjectives signifying the evaluation of a writer’s intention and writing contents were used with great frequency; and in the domain of writing, adjectives signifying the evaluation of the contents or situation of writing material were used with great frequency. In addition, in the domain of grammar, adjectives signifying the objective evaluation of linguistic phenomena were used with great frequency, and in the domain of literature, adjectives expressing description or feeling about characters, events or situation appearing in literary works were used with great frequency.