언어 입력의 일관성에 관한 코퍼스 기반 연구
A Corpus-based Investigation into the Consistency of Language Input
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
With a view to the consistency of language input and learning experience, this study aims to investigate the lexical coverage levels and lexical attributes in middle-school English textbooks developed under the current 2015 revised national curriculum. To that end, twelve different types of third-grader middle-school English textbooks were compiled as benchmark and study corpora and compared in terms of lexical coverage, lexical diversity, mean word length, and mean sentence length. The results found that three out of twelve textbooks did not satisfy the lexical coverage level of the benchmark corpus, while eight textbooks did not reach the lexical diversity level. Additionally, three out of twelve exceeded the mean word length. Finally, six textbooks fell below the mean sentence length of the benchmark corpus. These results underscore the importance of considering the consistency of language input and homogeneity in learner experience when developing middle-school English textbooks. The results suggest that the current national curriculum has room for improvement; it is recommended that the 2022 national curriculum be more closely aligned with these vital elements for a better student educational experience.
Abstract
With a view to the consistency of language input and learning experience, this study aims to investigate the lexical coverage levels and lexical attributes in middle-school English textbooks developed under the current 2015 revised national curriculum. To that end, twelve different types of third-grader middle-school English textbooks were compiled as benchmark and study corpora and compared in terms of lexical coverage, lexical diversity, mean word length, and mean sentence length. The results found that three out of twelve textbooks did not satisfy the lexical coverage level of the benchmark corpus, while eight textbooks did not reach the lexical diversity level. Additionally, three out of twelve exceeded the mean word length. Finally, six textbooks fell below the mean sentence length of the benchmark corpus. These results underscore the importance of considering the consistency of language input and homogeneity in learner experience when developing middle-school English textbooks. The results suggest that the current national curriculum has room for improvement; it is recommended that the 2022 national curriculum be more closely aligned with these vital elements for a better student educational experience.
참고문헌 (25)
- 교육부, "영어과 교육과정", ~ (2015)
- 교육부, "영어과 교육과정", ~ (2022)
- Anthony, L., (2017), Waseda University
- Anthony, L., (2021), Waseda University
- 백유진, "일관성 수준에 따른 논설문 평가 과정의 인지적 차이 분석", 작문연구, (44), pp.37~72 (2020), 한국작문학회[DOI]
- 최은영, "중학교 1, 2, 3학년 개정교과서와 2016-2020년 듣기 모의고사 코퍼스기반 어휘 분석: 어휘 수준, 다양성, 고빈도 내용어 중심", 영어교육연구, 34(1), pp.67~82 (2022), 팬코리아영어교육학회[DOI]
- Coxhead, A., "A new academic word list", TESOL quarterly, 34(2), pp.213~238 (2000)
- Gedik, T. A., "A Corpus-based Analysis of High School English Textbooks and English University Entrance Exams in Turkey", Theory and Practice of Second Language Acquisition, 8(1), pp.157~176 (2022)
- 한지수, "2022학년도 수능영어의 체감 난이도 상승 요인에 관한 코퍼스 기반 분석", 영어학, 22, pp.336~354 (2022), 한국영어학회[DOI]
- 장한길, "코퍼스를 기반으로 한 고등학교 영어 교과서 읽기 · 듣기 자료의 어휘 분석", 언어연구, 34(2), pp.261~286 (2018), 한국현대언어학회[DOI]
- 김수명, "2015 개정 영어과 선택 중심 교육과정 교과서 난이도 분석", 학습자중심교과교육연구, 20(19), pp.1335~1355 (2020), 학습자중심교과교육학회[DOI]
- Kim, Y. M., "A Corpus-based Analysis of the Noun Collocations in the High School English Textbooks based on the 2015 Revised Curriculum: A Comparative Study with the Native Corpus", MA, pp.2015
- Le, N. T. M., "Vocabulary Coverage in a High School Vietnamese EFL Textbook : A Corpus-based Preliminary Investigation", Vietnam Journal of Education, 6(2), pp.102~113 (2022)
- 이진숙, "텍스트 일관성이 EFL 학습자들의 영어 독해력에 미치는 영향", 영어어문교육, 20(3), pp.321~339 (2014), 한국영어어문교육학회
- Lee. Y. C., "Developing English Immersion Textbooks for Korean K-6Students Based on the Revised 7th National Curriculum", KAFLE Conference on Implementation of Foreign Language Curriculum: Focusing on Communicative Competence (2009)
- 이영희, "The hallmarks of L2 writing viewed through the prism of translation universals", 언어연구, 35, pp.171~205 (2018), 언어정보연구소[DOI]
- 이영희, "북한 영어교육의 패러다임 전환: 코퍼스 기반 분석", 영어학, 22, pp.279~299 (2022), 한국영어학회[DOI]
- Nation, I. S. P., "Learning Vocabulary in Another Language" (2013), Cambridge University Press
- Rahmat, Y. N., "Investigating vocabulary coverage and load in an Indonesian EFL textbook series", Indonesian Journal of Applied Linguistics, 10(3), pp.804~814 (2021)
- Rivers, W. M., "Teaching Foreign Language Skills" (1981), University of Chicago Press
- 손소혜, "2015 개정 교육과정 고등학교 영어 교과서 어휘사용 양상에 대한 코퍼스 기반 연구", 교원교육, 38(1), pp.289~313 (2022), 교육연구원
- Stockton, S. K., "A corpus-based analysis of junior and senior high school English textbooks in Japan", Doctoral, pp.2020
- Van Den Ham, A. K., "Does the textbook matter? Longitudinal effects of textbook choice on primary school students’ achievement in mathematics", Studies in Educational Evaluation, 59, pp.133~140 (2018)
- Webb, S., "Evaluating the Vocabulary Load of Written Text", TESOLANZ Journal, 16, pp.1~10 (2008)
- Yang, L., "A corpus-based study of vocabulary in the new concept English textbook series", RELC Journal, 53(3), pp.485~776 (2020)