2015 개정 교육과정에 기초한 「영어」 교과서와 고2 영어 국가수준학업성취도평가에 나타난 등급화된 단어의 분포1)

초록

This paper is concerned with how the vocabulary control of the 2015 Revised National Curriculum of English has been realized in 11 High School English textbooks and the K-11 NAEA English test administered in 2019. The focus is on the number of new words to learn in relation to previously learned ones and the size of frequency classes of these words in each material. Listening and reading texts from the 12 materials were analyzed using Range32 and KICE WordProfiler 2015. The findings show that there was a significant difference among the materials in terms of the number of types and tokens of new words in relation to previously learned ones. In addition, a significant difference was found among the materials when the size of frequency classes of repetitive new words was examined. As for lexical density, only the listening materials were shown to have a significant difference. The paper ends with some pedagogical implications and suggestions for further research as well as limitations.

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