고등학교 영어교과서 코퍼스 기반 언어 입력의 일관성 탐구
Coherence of Language Input in High School English Textbooks: A Corpus-Based Investigation
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참고문헌
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초록
This study aims to examine the coherence of language input, from both lexical and syntactic perspectives, in a corpus of ten disparate high school English textbooks, curated in congruity with the 2015 revised national curriculum. Evaluative measures for the lexical stratum include vocabulary coverage, lexical diversity, and mean word length (MWL), all of which are juxtaposed for comparison, while divergence across textbooks is subjected to statistical investigation employing mean sentence length (MSL). Additionally, the Flesch-Kincaid Grade Level (FKGL) is utilized to gauge syntactic consistency. The findings suggest significant statistical variation. Specifically, differences in vocabulary level, diversity, and average word length precipitated statistically significant disparities in 2, 7, and 3 out of 10 textbooks respectively. Moreover, variances in average sentence length, attributable to syntactic peculiarities, induced statistical differences in 4 out of 10 textbooks, and FKGL contributed to differences in 2 textbooks. These outcomes indicate the imperative need to uphold consistency in linguistic input across high school English textbooks. The insights gleaned from this research are intended to guide the trajectory of future education policies.
Abstract
This study aims to examine the coherence of language input, from both lexical and syntactic perspectives, in a corpus of ten disparate high school English textbooks, curated in congruity with the 2015 revised national curriculum. Evaluative measures for the lexical stratum include vocabulary coverage, lexical diversity, and mean word length (MWL), all of which are juxtaposed for comparison, while divergence across textbooks is subjected to statistical investigation employing mean sentence length (MSL). Additionally, the Flesch-Kincaid Grade Level (FKGL) is utilized to gauge syntactic consistency. The findings suggest significant statistical variation. Specifically, differences in vocabulary level, diversity, and average word length precipitated statistically significant disparities in 2, 7, and 3 out of 10 textbooks respectively. Moreover, variances in average sentence length, attributable to syntactic peculiarities, induced statistical differences in 4 out of 10 textbooks, and FKGL contributed to differences in 2 textbooks. These outcomes indicate the imperative need to uphold consistency in linguistic input across high school English textbooks. The insights gleaned from this research are intended to guide the trajectory of future education policies.
참고문헌 (22)
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