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Coh-Metrix를 이용한 고등학교 실용영어 I 교과서의 텍스트 난이도 분석 : 읽기자료를 중심으로 원문보기

  • 저자

    채민승

  • 학위수여기관

    공주대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    영어교육전공

  • 지도교수

    송해성

  • 발행년도

    2014

  • 총페이지

    71장

  • 키워드

    Coh-Metrix 교과서 분석;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13532657&outLink=K  

  • 초록

    This study analyzed the difficulty level of reading text included in seven kinds of High School Practical English I textbooks revised in 2009. In order to build the corpus system with the reading texts and analyze the difficulty level of the texts, this study applied the Coh-Metrix system developed by the University of Memphis' Institute for Intelligent System (IIS) for a broad range of objective linguistic measurements. The measurements of this study included 13 items: descriptive data (number of sentences, number of words, and number of words in sentences), text easability (syntactic simplicity, word concreteness, referential cohesion, and deep cohesion), Latent Semantic Analysis (LSA), lexical diversity (type-token ratio), syntactic complexity (word before main verb and noun phrase density score), and standard readability (FRE, FKGL). These items were analyzed first to compare the difficulty level of reading and comprehension section of High School Practical English I textbooks, and second to compare the difficulty level of each chapter of each textbook to discuss whether the chapters are arranged appropriately according to the level of difficulty. As a result of this study, it was found that first, the seven High School Practical English I textbooks significantly varied in terms of difficulty. This finding can be applied as an objective indicator when compiling a new textbook or for the teachers to choose the right textbook. Second, as a result of analyzing the difficulty level of reading texts in each chapter of the seven High School Practical English I textbooks, the chapters in each textbook were not arranged according to the difficulty of reading texts. When compiling textbooks in the future, the chapters should be arranged according to the difficulty level based on the spiral curriculums. The findings of this study could provide objective and systemized standards and guidelines when developing or revising textbooks, and could be referenced by each school when choosing the textbooks. It is hoped that the corpus system of linguistic methodology and the Coh-Metrix analysis could contribute to the development of more various and efficient textbooks and the selection of textbooks that are best for each group of learners.


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