고등학교 영어 독해와 작문 교과서의 수동태 분석

Abstract

An Analysis of Passives in High School English Reading and Writing Textbooks

Aram Han

Graduate School of Education Pukyong National University

Abstract The national curriculum of English, which is named 2007 revised curriculum, focuses on communicative competence or fluency. Thus, English classes more and more focus on communicative competence without considering some important or high frequency English grammar items such as passive. In fact, a lot of English learners in Korea avoid using passive form because of its difficulty and form which is different from Korean passive forms. The purposes of this study are ⅰ) to analyze frequency of passive sentences in the high school English reading and writing text books, ⅱ) to classify the characteristics of the passive in textbooks, ⅲ) to classify the characteristics of three different sort of corpus, and ⅳ) to compare the passives in textbooks with other kinds of corpus This study consists of five parts. The first part presents the necessity, purpose and limitation of this study. The second chapter reviews the previous studies and theories about passive. The third part presents analysis criterion and how to analyze the text books and corpus. The fourth part deals with the results of the analysis of corpus and textbooks and presents discussion about results. The last fifth part summarizes the study and come to conclusion and some suggestion for teaching passive in the class. The main results of analysis of textbooks are as follows: Firstly, thirteen percent of sentences used in the textbook corpus are passive. Secondly, the length of subject is not related to choosing either passive or active. Thirdly, more passive sentences are used when the subject of sentence is animated. Fourth, passive sentences in textbooks are combined with tenses and aspects. Fifth, almost passive sentences are used without their agents, that is, the short passive are a lot more frequently used than passives with agents. Lastly, the subjects of passive sentences are used as the subjects of relative clauses or 'be + past participle' is not immediately followed by insertion conjunctions or apposition clauses. This study suggests that teaching passive in context is more effective in order to developing both students' fluency and accuracy according to current teaching curriculum. Next, teachers have to teach students that when passive is used and what meaning of passive is so that make students use passive correctly. Finally, teachers use not only a course book but also other authentic materials such as novels or journals which are realistic in usage.