2007, 2009 개정 교육과정 중학교 영어 교과서와 학업성취도 평가의 읽기 지문 분석

Abstract

The purpose of this study is to compare the vocabulary levels and the readability of texts in NAEA (National Assessment of Educational Achievement) with those in middle school English textbooks. The reading passages from NAEA and textbooks based on the 2007 and 2009 revised national curriculum were compiled into corpora and the data were examined using VocabProfile. In order to measure the readability, this study used Flesch-Kincaid Grade Level reading formula. The results of this study are as follows: First, NAEA in 2013 and 2014 have more various words than textbooks based on 2007 revised national curriculum do. It means the lexical diversity of NAEA is relatively higher. Second, the average readability of NAEA texts in 2013 and 2014 is 5.6, while the readability of textbooks is 6.03. Because the readability of NAEA is higher than that of the textbook, chances are students have more difficulty when they read the texts of NAEA. This result suggests NAEA and textbooks should be adjusted the readability gap. Third, the vocabulary levels of both the textbooks based on 2009 curriculum and NAEA in 2015 and 2016 lowered than that of textbooks based on 2007. The numbers of 2007 curriculum textbook's token are 4359, while that of 2009 curriculum are 3470. It indicates that both textbooks and NAEA reflceted the 2009 national curriculum. Although the vocabulary of textbooks and NAEA lowered than that of 2007 curriculum, there still is a gap between textbooks and NAEA. Last, the average readability of NAEA in 2015 and 2016 is 5.78, while the readability of textbooks is 5.37. This result suggests there is a gap between them and it should be readjusted the difficulty of text. To this end, there is a salient gap in both vocabulary levels and the readability between the texts in NAEA and textbooks, which means it should be discussed to reduce the gap between them.