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An Analysis of Text Difficulty across Grades in Korean Middle School English Textbooks Using Coh-Metrix

전문기|류지수
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2020.10|Journal of Asia TEFL|제17권 제3호|pp. 921-936

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키워드

Coh-Metrixcorpusreading materialstext difficultKorean middle school English textbooks

초록

This study aims to investigate the text difficulty of the reading materials of Korean middle school English textbooks with Coh-Metrix, a software developed by the Institute for Intelligent Systems at the University of Memphis to analyze the linguistic and psycholinguistic features of English text and textbooks with a wide range of indices on cohesion and language. In this study, the textbook corpus consisted of the text files extracted from 13 English textbooks. These files were used for analyzing the text difficulty among grades with Coh-Metrix. The Coh-Metrix indices selected for this study contained basic counts, word frequency, word features, lexical diversity, pronouns, connectives, readability, syntax complexity, syntax similarity, reference cohesion, semantic cohesion, and situation model measures. The results showed that there were significant differences among grades for basic counts, word features, first pronouns, causal and temporal connectives, readability, reference and semantic cohesion, the number of words before main verbs, syntactic similarity, and situation model measures. The differences among grades, however, were not significant for word frequency, lexical diversity, second and third person pronouns, additive connectives, and NP density measures. The findings have educational implications for textbook design and language learning for English learners.

Abstract

This study aims to investigate the text difficulty of the reading materials of Korean middle school English textbooks with Coh-Metrix, a software developed by the Institute for Intelligent Systems at the University of Memphis to analyze the linguistic and psycholinguistic features of English text and textbooks with a wide range of indices on cohesion and language. In this study, the textbook corpus consisted of the text files extracted from 13 English textbooks. These files were used for analyzing the text difficulty among grades with Coh-Metrix. The Coh-Metrix indices selected for this study contained basic counts, word frequency, word features, lexical diversity, pronouns, connectives, readability, syntax complexity, syntax similarity, reference cohesion, semantic cohesion, and situation model measures. The results showed that there were significant differences among grades for basic counts, word features, first pronouns, causal and temporal connectives, readability, reference and semantic cohesion, the number of words before main verbs, syntactic similarity, and situation model measures. The differences among grades, however, were not significant for word frequency, lexical diversity, second and third person pronouns, additive connectives, and NP density measures. The findings have educational implications for textbook design and language learning for English learners.

참고문헌 (58)

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관련 논문AI추천

Coh-Metrix를 이용한 중학교 1학년과 2학년 개정 영어교과서 읽기 자료의 코퍼스 언어학적 연계성 분석전문기언어과학회 · 언어과학연구2011 · 제56호자동화된 언어분석 프로그램을 활용한 중학교 영어교과서의 학년 간 연계성 분석전문기현대영어교육학회 · 현대영어교육2015 · 제16권 제1호Coh-Metrix를 통한 초·중등 영어교과서 연계성 분석김정렬, 양지윤한국영어교육학회 · 영어교육2012 · 제67권 제2호A Coh-Metrix Analysis of Elementary School English Textbooks마유미, 안병규21세기영어영문학회 · 영어영문학212015 · 제28권 제3호코메트릭스(Coh-Metrix)를 이용한 고등학교 영어1과 영어2 교과서 문어 텍스트의 코퍼스 언어학적 난이도 분석이승환외국어교육연구소 · 외국어교육연구2013 · 제27권 제2호A Continuity and Difficulty Analysis of the Reading Texts in Korean High School English Textbooks with the 2015 Revised National Curriculum배지영, 양경모한국영어교육학회 · 영어교육2022 · 제77권 제1호

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