Language complexity of the reading sections of the High School English I and II textbooks based on the 2015 Revised National Curriculum

초록

Tolerance refers to the need for English textbooks to strike a balance in language complexity. An ideal English textbook should feature texts that are neither too complex nor too simplistic, ensuring that they offer an appropriate level of challenge in comparison to other textbooks on the same subject. Continuity, on the other hand, suggests that English textbooks should be suitably more linguistically complex and longer than those for lower-ranking subjects within the curriculum. The present study evaluated nine sets of High School English I and II textbooks, employing two-way (M)ANOVAs to analyze the effects of the subject and publisher variables on nine linguistic complexity indices, AG, TTR, MCI, MLC, DP/C, CP/C, D/Pobj, D/Dobj and D/Nsubj. The results showed that three sets failed to meet the tolerance and continuity standards on two occasions, two sets did so on three occasions, and four sets fell short on more than five occasions. These findings point to a significant issue with the current criteria used in approving English textbooks, underscoring the need for more rigorous standards in textbook authorization. © 2024 KASELL All rights reserved.

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