영어과 교육과정, 대학수학능력시험, EBS 교재의 코퍼스 기반 어휘 분석
A Corpus-based Analysis of the Vocabulary in National English Curriculum, College Scholastic Ability Test, and EBS Textbooks
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This study aims to investigate the vocabulary uses of English reading texts of College Scholastic Ability Test (CSAT), National Academic Evaluation, and EBS textbooks, then compare the vocabulary uses with the 2009 and 2015 National English Curriculum Basic Vocabulary Lists. For this, the reading texts of four CSATs, eight National Academic Evaluations, and thirteen EBS textbooks were constructed as corpora. WordSmith Tools 7.0and Range programwere used to analyze the external size and variety of the vocabulary used in each test and textbook, and to identify to what extent the vocabulary deviates from the basic vocabulary list of the curricula in the test and text books. The results showed that the total amount of vocabulary used in the CSATs, National Academic Evaluations and EBS textbooks and outside the curriculum basic vocabulary lists tended to increase or decrease without clear regularity. However, comparing the nature of each result, overall the total amount of vocabulary and diversity in the use of vocabulary has shown an increasing tendency. It was also found that the EBS textbooks that were used most extensively outside the 2009 and 2015 curriculum vocabulary lists without duplication. These imply that it is necessary to keep the balance of the amount and diversity of the vocabulary used in CSAT, National Academic Evaluation and EBS textbooks in order to reduce students’ learning burden.
Abstract
This study aims to investigate the vocabulary uses of English reading texts of College Scholastic Ability Test (CSAT), National Academic Evaluation, and EBS textbooks, then compare the vocabulary uses with the 2009 and 2015 National English Curriculum Basic Vocabulary Lists. For this, the reading texts of four CSATs, eight National Academic Evaluations, and thirteen EBS textbooks were constructed as corpora. WordSmith Tools 7.0and Range programwere used to analyze the external size and variety of the vocabulary used in each test and textbook, and to identify to what extent the vocabulary deviates from the basic vocabulary list of the curricula in the test and text books. The results showed that the total amount of vocabulary used in the CSATs, National Academic Evaluations and EBS textbooks and outside the curriculum basic vocabulary lists tended to increase or decrease without clear regularity. However, comparing the nature of each result, overall the total amount of vocabulary and diversity in the use of vocabulary has shown an increasing tendency. It was also found that the EBS textbooks that were used most extensively outside the 2009 and 2015 curriculum vocabulary lists without duplication. These imply that it is necessary to keep the balance of the amount and diversity of the vocabulary used in CSAT, National Academic Evaluation and EBS textbooks in order to reduce students’ learning burden.
참고문헌 (21)
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