아동 영어 읽기 책에 나타난 어휘의 수준과 반복에 관한 연구

Abstract

The purpose of this study is to determine the extent to which two series of reading books, Hello Reader and Learn to Read, 1) are representative of K1 and K2 word-frequency lists in the BNC VocabProfile; 2) are representative of the Base 1 RANGE32KBEWKL; 3)recycle words in the Base 1 RANGE32KBEWKL. The results were as follows: with regard to the first research question, Hello Reader accounts for 78.96percent of word families in K1 and K2 words-frequency lists, and Learn to Read accounts for 76.59percent, suggesting that the vocabulary of the two series is difficult for young learners to understand the theme. With regard to second research question, Hello Reader is composed 70.95 percent of the families in the Base 1 RANGE32KBEWKL, and Learn to Read is composed of 70.01 percent, further suggesting that the vocabulary of both Hello Reader and Learnt to Read is difficult for young learners to understand the theme in Nation’s(2001) terms. With regard to research question 3, the study found that the repetition of target vocabulary in both Hello Reader and Learn to Read is inadequate. In the case of the productive skills of writing and speaking, language acquisition is said to be possible from seven exposures to the target vocabulary in question. In the case of the receptive skills of reading and listening, language acquisition is said to be possible after 10 exposures. However, in the Hello Reader series, only 13.01% of families are recycled more than 10 times, and in the Learn to Read series, only 22.8% of families are recycled more than 10 times. This paper therefore suggests that the Hello Reader and Learn to Read series alone do not do enough to facilitate language learning.