초중등 영어교육 연계성 문제: 영어교과서의 계열성을 중심으로 (Continuity problems of elementary and secondary English education: Sequence analysis of English textbooks)

서지정보

· 발행기관 : 서울대학교 언어교육원
· 수록지 정보 : 어학연구 / 50권 / 1호 / 161 ~ 184페이지
· 저자명 : 김정렬

초록

The purpose of this study was to examine the sequence of linguistic featuresfor English textbooks, using Coh-Metrix, an automated web-based tool.
To analyze fourth to seventh grade textbooks, a corpus of written textwere built from fifteen textbooks. To identify the sequence, textbooks werecompared under three different categories: Word, Sentence and DiscourseCohesion. Word category measured basic counts, lexical diversity andword information. Sentence category measured basic counts, syntacticcomplexity and readability. Discourse cohesion category measured referentialcohesion, semantic cohesion and pronoun information. The resultsare as follows: First, in terms of words, the basic count, lexical diversityand word information were relatively well constructed sequentially.
However, the meaning of words did not show the expected sequence well.
Second, in terms of sentence, basic counts, syntactic complexity and readabilitymeasures were sequentially graded from easy to difficult as the yearof school advanced. However, the increase of sentence count and readabilitymeasures showed large gap between grades. Finally, all pronounincidence measure was relatively well established. Referential cohesion,semantic cohesion and personal pronoun did not show significant differencebetween grades.

영어초록

The purpose of this study was to examine the sequence of linguistic featuresfor English textbooks, using Coh-Metrix, an automated web-based tool.
To analyze fourth to seventh grade textbooks, a corpus of written textwere built from fifteen textbooks. To identify the sequence, textbooks werecompared under three different categories: Word, Sentence and DiscourseCohesion. Word category measured basic counts, lexical diversity andword information. Sentence category measured basic counts, syntacticcomplexity and readability. Discourse cohesion category measured referentialcohesion, semantic cohesion and pronoun information. The resultsare as follows: First, in terms of words, the basic count, lexical diversityand word information were relatively well constructed sequentially.
However, the meaning of words did not show the expected sequence well.
Second, in terms of sentence, basic counts, syntactic complexity and readabilitymeasures were sequentially graded from easy to difficult as the yearof school advanced. However, the increase of sentence count and readabilitymeasures showed large gap between grades. Finally, all pronounincidence measure was relatively well established. Referential cohesion,semantic cohesion and personal pronoun did not show significant differencebetween grades.

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