중학교 영어 교과서의 소재별 신출 어휘 조사

Abstract

When studying a foreign language, it is essential to develop lexical competence because vocabulary is a significant factor in the growth of communicative competence. Textbooks are extremely crucial in an EFL situation. Furthermore, it is also important to choose adequate vocabulary and contents in middle school English textbooks for learners. This thesis has analyzed new words that are from the lists of words at the end of each textbook, excluding the primary and required words by Government. It is focused on the fact that the more new words are repeated within the 5 textbooks of an individual grade in middle school, the more important and useful such repeated vocabulary is in the textbooks. Then vocabulary is analyzed in relation to topics. The results of textbook analysis are as follows: Averages of repeated new words in 2 textbooks within first, second, and third grades in middle school are 15.7%, 17.9%, and 12.0%, respectively. The same criterion in 3 textbooks is 5.7%, 3.4%, and 3.9% respectively. As a result, the new words in 3 textbooks are less than those in 2 textbooks. Meanwhile new words in 4 or 5 textbooks, such as 'grandparent(s)' and 'favorite' each are very few. So something meaningful cannot be observed. Finally, the results of this study show that publishers don't exactly agree with lists of new words and they don't have any systematic organization or general criteria for word selection. So this thesis suggests that writers of textbooks for middle schools need to consider word repetition and contents. They should realize word repetition can be a significant factor in order to decide usefulness of words and their importance. They need to be listening to teachers and discuss with them when choosing words of textbooks. And vocabulary in respect to relational content should be selected.