한국어 학술어 목록의 학술 텍스트 점유율에 관한 연구
A Study on Lexical Coverage of the Korean Academic Word List
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The aim of this study is to confirm lexical coverage by a Korean academic word list in academic text. For this purpose, two textbooks from a business administration major, which is the most popular among the international students in Korea, were chosen as the text for analysis. In this text, the lexical coverage of a word list by Shin (2004), chosen as the Korean academic word list, and an elementary- and intermediate- level TOPIK word list, chosen as the Korean basic word list, was investigated. The result shows that Shin’s (2004) academic word list provided a high percentage of lexical coverage (i.e., an average of 37.28%) and increased lexical coverage by an average of 14.39% even when the duplicate words with the TOPIK word list had been excluded. This result confirms that Shin’s (2004) Korean academic word list alone provides a high percentage of lexical coverage in academic text and compensates effectively for a vocabulary gap that can be felt when international students in Korea know only the elementary- and intermediate-level TOPIK word list as well. Therefore, it is essential for academic-purpose learners to be taught an academic word list, and follow-up research for the effective teaching of such a list should continue.
Abstract
The aim of this study is to confirm lexical coverage by a Korean academic word list in academic text. For this purpose, two textbooks from a business administration major, which is the most popular among the international students in Korea, were chosen as the text for analysis. In this text, the lexical coverage of a word list by Shin (2004), chosen as the Korean academic word list, and an elementary- and intermediate- level TOPIK word list, chosen as the Korean basic word list, was investigated. The result shows that Shin’s (2004) academic word list provided a high percentage of lexical coverage (i.e., an average of 37.28%) and increased lexical coverage by an average of 14.39% even when the duplicate words with the TOPIK word list had been excluded. This result confirms that Shin’s (2004) Korean academic word list alone provides a high percentage of lexical coverage in academic text and compensates effectively for a vocabulary gap that can be felt when international students in Korea know only the elementary- and intermediate-level TOPIK word list as well. Therefore, it is essential for academic-purpose learners to be taught an academic word list, and follow-up research for the effective teaching of such a list should continue.
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