교과서와 원어민 코퍼스의 불변화사 up과 out의 의미 비교 분석

Abstract

The purpose of this study is to compare a native corpus and highschool textbook corpus, and thereby to check whether the textbook is an effective, authentic, and practical learning material for learning of particles. In order to achieve this purpose, on the one hand, phrasal verbs with up and out from 16 newly revised high school english I and II textbooks and their meanings were collected for meaning classification since the particles up and out are the top 2 most frequent particles. On the other hand, the about 50 most frequent phrasal verbs with up and out were extracted from the native corpus COCA, and their most frequent meanings were compiled by reference to a corpus-based phrasal verbs dictionary. Based on the data, the meanings of the particles from a textbook and native corpus were identified, and classified into more inclusive meanings. The comparison of both classification works, then, finds 5 research results, which are as follows. First, some of the particle meanings in the textbooks were presented with merely one instance. Second, the textbooks presented core meanings of the particles with lower type frequency than their extended meanings. Third, the ratio of particle occurrence in the textbook corpus is about 40% lower than in the native corpus. Fourth, the verbs, the primary context for particle meanings, combined with the particles in the textbooks about 40% are different from those found in the native corpus. Fifth, the textbooks did not reflect the productivity of some particle meanings, which was salient in the native corpus. For the first two results, the implication might be that learners will have difficulty in recognizing the regular and systematic nature of the particle meanings, and for the last three results, that learners using the textbooks are not likely to construct authentic and practical knowledge of particle meanings. The conclusions above suggest two points, which are as follows. First, the textbooks should present particle meanings in such a systematic manner that learners can aware the regularity on the particle meanings and the core meanings of the particles. Therefore, the textbooks need to include sufficient instances for each particle meanings and make the core meanings more salient with authentic type frequency. Second, the textbooks should be developed based on the corpus based researches in order to incorporate authentic and practicable particle meanings. These reliable inputs would, in turn, guarantee that learners categorize the meanings of the particles up and out more effectively and appropriately.