The Journal of the Korea Contents Association (한국콘텐츠학회논문지)

The Korea Contents Association (한국콘텐츠학회)
권호 표지
DOI QR코드

DOI QR Code

Vocabulary Analysis of Listening and Reading Texts in 2020 EBS-linked Textbooks and CSAT

2020년 EBS 연계교재와 대학수학능력시험의 듣기 및 읽기 어휘 분석

  • 강동호 (서울과학기술대학교 교수)
  • Received : 2020.07.23
  • Accepted : 2020.08.18
  • Published : 2020.10.28
Download PDF
⟨ Previous Next ⟩

Abstract

The present study aims to investigate lexical coverage of BNC (British National Corpus) word lists and 2015 Basic Vocabulary of Ministry of Education in 2020 EBS-linked textbooks and CSAT. For the data analysis, AntWordProfiler was used to find lexical coverage and frequency. The findings showed that Students can understand 95% of the tokens with a vocabulary of BNC 3,000 and 4,000 word-families in 2020 EBS-linked listening and reading books respectively. 98% can be understood with 4,000 word-families in the EBS-linked listening book while the same lexical coverage can be covered with 8,000 word-families in the EBS-linked reading textbook. By the way, 95% of the tokens can be understood with 2,000 and 4,000 word-families in 2020 CSAT listening and reading tests respectively, while 98% requires 4,000 and 7,000 word-families in the 2020 listening and reading tests respectively. In summary, students should understand more words in 2020 EBS-linked textbooks than in 2020 CSAT tests confirming Kim's (2016) findings. In summary, students should understand more words in 2020 EBS-linked textbooks than in 2020 CSAT tests.

본 연구의 목적은 BNC 어휘목록과 2015 교육부 기본 어휘를 중심으로 EBS 연계교재와 대학 수능시험의 어휘를 분석하고자 한다. 어휘점유율과 빈도를 분석하기 위해서 AntWordProfiler 어휘 분석프로그램이 사용되었다. 결과를 보면, 2020 EBS 수능 영어 듣기와 읽기 연계 교재는 각각 BNC 3,000 단어와 4,000 단어를 가지고 약 95%를 이해할 수 있다는 것을 보여준다. 그러나 EBS 듣기와 읽기 교재의 98%의 단어를 이해하기 위해서는 각각 4,000과 8,000 단어가 필요하다는 것을 알 수 있다. 다른 한편으로 2020 수능영어시험 듣기와 읽기의 95%를 이해하기위해서는 각각 2,000과 4,000 단어가 요구되며, 98%의 경우에는 추가적으로 4,000과 7,000의 단어가 필요하다. 결과적으로 EBS 연계교재가 대입수능영어시험보다 더 많은 어휘의 양을 요구한다는 것을 알 수 있다.

Keywords

References

  1. B. Laufer, "Lexical Thresholds for Reading Comprehension: What They Are and How They Can Be Used for Teaching Purposes," TESOL Quarterly, Vol.47, No.4, pp.867-372, 2013. https://doi.org/10.1002/tesq.140
  2. P. Nation, "How Large a Vocabulary is Needed for Reading and Listening?," Canadian Modern Language Review, Vol.63, No.1, pp.58-82, 2006. https://doi.org/10.3138/cmlr.63.1.59
  3. S. Webb and J. Macalister. "Is Text Written for Children Useful for L2 Extensive Reading?," TESOL Quarterly, Vol.47, No.2, pp.300-322, 2013. https://doi.org/10.1002/tesq.70
  4. B. Laufer, "What percentage of text-lexis is essential for comprehension?," In C. Lauren, & M. Nordman (Eds.), Special language: From humans thinking to thinking machines, pp.316-323, Bristol, Uk: Multilingual Matters, 1989.
  5. S. Webb and M. Rodgers. "The Lexical Coverage of Movies," Applied Linguistics, Vol.30, No.3, pp.407-427, 2009. https://doi.org/10.1093/applin/amp010
  6. D. Hirsh and P. Nation, "What Vocabulary Size Is Needed to Read Unsimplified Texts for Pleasure?," Reading in a Foreign Language, Vol.8, No.2, pp.689-696, 1992.
  7. M. Hu and P. Nation, "Unknown Vocabulary Density and Reading Comprehension," Reading in a Foreign Language, Vol.13, No.1, pp.403-430, 2000.
  8. H. van Zeeland and N. Schmitt, "Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension?," Applied Linguistics, Vol.34, No.4, pp.457-479, 2013. https://doi.org/10.1093/applin/ams074
  9. Ministry of Education. English Curriculum, 2015.
  10. G. H. Cho, A corpus-based analysis of the vocabulary level of EBS CSAT books and high school English textbooks, Master's Thesis, Yonsei University, 2013.
  11. M. W. Choi, Corpus-based Lexical Analysis of the National English Curriculum, College Scholastic Ability Test, and EBS Textbooks, Master's Thesis, Korea National University of Education, 2019.
  12. B. Laufer and G. Ravenhorst-Kalovski. "Lexical Threshold Revisited: Lexical Text Coverage, Learners' Vocabulary Size and Reading Comprehension," Reading in a Foreign Language, Vol.22, No.1, pp.15-30, 2010.
  13. N. Schmitt, X. Jiang, and W. Grabe. "The Percentage of Words Known in a Text and Reading Comprehension," The Modern Language Journal, Vol.95, No.1, pp.26-43, 2011. https://doi.org/10.1111/j.1540-4781.2011.01146.x
  14. W. Bonk, "Second language lexical knowledge and listening comprehension," International Journal of Listening, Vol.14, No.1, pp.14-31, 2000. https://doi.org/10.1080/10904018.2000.10499033
  15. S. Webb and M. Rodgers, "Vocabulary Demands of Television Programs," Language Learning, Vol.59, No.2, pp.335-366, 2009. https://doi.org/10.1111/j.1467-9922.2009.00509.x
  16. F. Tegge. "The Lexical Coverage of Popular Songs in English Language Teaching," System, Vol.67, pp.87-98, 2017. https://doi.org/10.1016/j.system.2017.04.016
  17. Ministry of Education, Foreign Languages Curriculum, Vol.1, 1997.
  18. Ministry of Education and Human Resources Development, Foreign Languages Curriculum, Vol.1, 2007.
  19. Ministry of Education, Science, & Technology. English Curriculum, 2011.
  20. D. H. Kim, A Corpus-based Comparative Analysis of Lexical Difficulty in the English Test for College Scholastic Ability Tests and EBS English Books, Master's Thesis, Pusan National University, 2016.
  21. M. West, A General Service List of English Words, London: Longman, Green & Co, 1953.
  22. A. Coxhead, "A New Academic Word List," TESOL Quarterly, Vol.34, No.2, pp.213-238, 2000. https://doi.org/10.2307/3587951