Coh-Metrix를 활용한 고등학교 영어 교과서와 대학수학능력시험 읽기 지문 난이도 비교 연구
An Analysis of the Difficulty of Reading Passages in the CSAT and High School English Textbooks of the 2015 Revised Curriculum
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The purpose of this paper is to analyze the difficulty of reading passages in the CSAT and high school English textbooks developed under the 2015 revised curriculum. For this, with the reading passages from ten books of High School English I, and Ⅱ, and the reading passages from the CSATs administered in the years of 2020-2021, corpora text files were constructed, and then they were compared for analysis using Coh-Metrix which is an automated web-based tool for linguistic study. The results showed that among the 13 indicators, there was a significant difference in number of word count, age of acquisition, imageability, concreteness, argument overlap, FRE, and FKGL between the textbooks and CSAT reading passages. This implies that when students study with textbooks, they could have learning burden for the CSAT, and they also need to study additional learning materials. However, indicators such as sentence length, frequency of content word, type-token ratio, words before the main verb, number of modifiers per noun phrase, and LSA overlap didn’t show significant differences between the textbooks and CSAT reading passages, maintaining an appropriate level of difficulty. In conclusion, there was still a gap between the textbooks and the CSAT in relation to difficulty level, and this demands students to study materials that are much higher level than that of the textbooks. Balancing the difficulty level between CSAT and English textbooks is imperative, and then learning English in class can fully prepare students for the high-stake CSAT.
Abstract
The purpose of this paper is to analyze the difficulty of reading passages in the CSAT and high school English textbooks developed under the 2015 revised curriculum. For this, with the reading passages from ten books of High School English I, and Ⅱ, and the reading passages from the CSATs administered in the years of 2020-2021, corpora text files were constructed, and then they were compared for analysis using Coh-Metrix which is an automated web-based tool for linguistic study. The results showed that among the 13 indicators, there was a significant difference in number of word count, age of acquisition, imageability, concreteness, argument overlap, FRE, and FKGL between the textbooks and CSAT reading passages. This implies that when students study with textbooks, they could have learning burden for the CSAT, and they also need to study additional learning materials. However, indicators such as sentence length, frequency of content word, type-token ratio, words before the main verb, number of modifiers per noun phrase, and LSA overlap didn’t show significant differences between the textbooks and CSAT reading passages, maintaining an appropriate level of difficulty. In conclusion, there was still a gap between the textbooks and the CSAT in relation to difficulty level, and this demands students to study materials that are much higher level than that of the textbooks. Balancing the difficulty level between CSAT and English textbooks is imperative, and then learning English in class can fully prepare students for the high-stake CSAT.
참고문헌 (24)
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