고등학교 영어교과서에 나타나는 관계절에 대한 연구

Abstract

The purpose of this study is to examine the uses of the relative pronouns in High School English textbooks and to find out if they are properly used in these textbooks by comparing them to relative pronouns in other reading materials, representing real English. In order to achieve these goals, a corpus of High School textbooks and a corpus of other reading materials for real English were separately made to see if relative pronouns in high school textbooks reflect the uses of relative pronouns in real English. Research Questions related to this study are as follows: 1. Does the frequency of relative pronouns in High School English textbooks published by the 2008 Revised Education Curriculum correspond with the frequency of real English? 2. What is the frequency of relative pronouns in both restrictive relative clause and non-restrictive relative clause? 3. What is the frequency difference between the nominative relative pronouns and the objective relative pronouns? 4. What is the frequency of the objective relative pronoun that which has a person as an antecedent? This research was conducted as follows. First of all, full text from 5 High School textbooks were saved as text file and examined to see the frequency of relative pronouns : who, whose, whom, which and that. Objective relative pronouns that are deleted were counted manually. Second of all, to make the corpus of relative pronouns in real English, full text from Holes, Readers Digest and 124 Articles in New York Times were saved as text file and examined as was stated above. The results of the study are as follows: First, the total proportions of relative pronouns in textbooks and other reading materials for real English were almost the same at about 12%. The most common relative pronoun that appeared in both groups was that, 34.46% in textbooks and 34.55% in other reading materials. Therefore, High School English textbooks reflect the relative pronouns that are used in real English. Second, in the analysis results of relative pronoun types, the relative pronoun who and which have different frequencies compared with the corpus of reading materials for real English. Except these two relatives, the rest of relative pronouns in textbooks are used properly. Third, in the analysis results of relative pronoun use, the frequency of the subjective pronoun who in non-restrictive clauses varied considerably in textbooks and reading materials for real English. The frequency in reading materials was 9.01%, and only 2% in 5 textbooks. Therefore, High School English textbooks don't reflect the relative pronoun use, compared to the corpus of real English. Finally, in the analysis results of relative pronouns case, the frequency of the nominative case was much higher than the objective case in both the corpus of textbooks and the corpus of reading materials for real English. In conclusion, this study shows the uses and frequency of relative pronouns in textbooks analyzed by corpus program. The results indicate that most of them reflect the real English presented by the corpus of reading materials for real English. But most textbooks do not seem to have paid much attention to the subjective relative who in non-restrictive clauses and the subjective relative which in restrictive clauses, which have varied greatly in frequency. This study suggests that it is necessary to refer to the group of other materials in order to supplement the parts that are not presented in textbooks. So learners can be exposed to and then use more natural English in real communication. In addition, there have been few studies on why people prefer the nominative case to the objective case when it comes to using the relative pronouns. And there also have been few studies on what factors affect the choice of antecedents, using relative pronoun that. Therefore, more studies on relative pronouns should be done to make learners better understand the use of relative pronouns.