초등학교 영어교과서 분석: 연속어휘다발을 중심으로
An N-Gram Analysis of Elementary School English Textbooks
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Abstract
The purpose of the study is to analyze continuous sequences of n-words (n-gram) used in elementary school English textbooks. The use of n- ram is considered an indicator of examining language fluency, so it becomes a goal for learners to achieve native-like proficiency. A common method for this goal is to increase chances to use it through textbooks. For this end, 4-grams extracted from a corpus of authorized elementary English textbooks are compared with those of BNC sampler as a reference to find out how n-grams are effectively introduced to the textbooks from two perspectives: grammatical and functional. In the grammatical category, the result shows that clause-related n-grams (I want to make) are significantly overused in the spoken textbooks. In the functional category, “Epistemic-impersonal/ probable-possible” (I this it is) and “Other” have different frequency patterns in both the spoken and written textbooks.
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