코퍼스를 활용한 수능 영어영역과 EBS 수능 영어교재의 어휘 난이도 비교 분석 A Corpus-based Comparative Analysis of Lexical Difficulty in the English Test for College Scholastic Ability Tests and EBS English Books원문보기
This study examines a comparative analysis of lexical difficulty in the English test for College Scholastic Ability Tests and EBS English Books. Specially, the research questions are as follows: (1) How is the lexical size of College Scholastic Ability Tests and EBS English Books? (2) How ma...
This study examines a comparative analysis of lexical difficulty in the English test for College Scholastic Ability Tests and EBS English Books. Specially, the research questions are as follows: (1) How is the lexical size of College Scholastic Ability Tests and EBS English Books? (2) How many words does three corpora - the Basic Vocabulary of Ministry of Education, GSL(General Service List) and AWL(Academic Word List) - include in College Scholastic Ability Tests and EBS English Books? (3) How is the distribution and vocabulary level of the English test for College Scholastic Ability Tests and EBS English Books with the comparison of BNC(British National Corpus)?
In order to answer these questions, three English tests of Korean College Scholastic Ability Tests(2014-2016) and five EBS English Books were constructed with the corpus. The lexical difficulty and the difference were measured by WordSmith Tools 7.0. To examine these goals, two corpora have been analyzed in mainly three ways: examining their quantitative results, comparing them with several word lists, and assessing each vocabulary level based on BNC. The results of this study are as follows: First, CSAT contains more various words along with new words in three years. Furthermore, there is a different lexical difficulty between the listening book and reading books in EBS English Books, but there is a little difference among reading books. Second, the comparison of two corpora with two basic word lists - GSL and the Basic Vocabulary of Ministry of Education - reveals that the vocabulary of basic level has a higher proportion in CSAT. In the use of basic academic vocabulary from AWL, EBS English Books contain more academic vocabularies than CSAT. Third, an assessment by BNC demonstrates that the vocabulary level of EBS English Books is much higher than CSAT: the level of EBS English Books are BNC 18800, while CSAT is BNC 17300. This result shows that the vocabulary of EBS English Books is significantly more difficult than CSAT. Judging from above the analysis, the vocabulary levels of EBS English Books are higher than CSAT. Accordingly, it is possible to conclude that EBS English Books are appropriate to study CSAT, although the amount of vocabulary to be learned in EBS English Books is higher than that of the CSAT. In the result, it shows that even though the lexical diversity of CSAT is higher than EBS English Books, there is a limit of an assessment of lexical difficulty. Moreover, CSAT has high basic words and low academic word so that it is found the limit of the purpose of CSAT. Therefore, the results suggest that it is necessary for researcher to examine the analysis of frequency per question and lexical level in CSAT and EBS English Books. In comparison to the lexical level of EBS English Books and English textbooks, it is required to investigate the balance of the optimum level between EBS English Books and English textbooks.
This study examines a comparative analysis of lexical difficulty in the English test for College Scholastic Ability Tests and EBS English Books. Specially, the research questions are as follows: (1) How is the lexical size of College Scholastic Ability Tests and EBS English Books? (2) How many words does three corpora - the Basic Vocabulary of Ministry of Education, GSL(General Service List) and AWL(Academic Word List) - include in College Scholastic Ability Tests and EBS English Books? (3) How is the distribution and vocabulary level of the English test for College Scholastic Ability Tests and EBS English Books with the comparison of BNC(British National Corpus)?
In order to answer these questions, three English tests of Korean College Scholastic Ability Tests(2014-2016) and five EBS English Books were constructed with the corpus. The lexical difficulty and the difference were measured by WordSmith Tools 7.0. To examine these goals, two corpora have been analyzed in mainly three ways: examining their quantitative results, comparing them with several word lists, and assessing each vocabulary level based on BNC. The results of this study are as follows: First, CSAT contains more various words along with new words in three years. Furthermore, there is a different lexical difficulty between the listening book and reading books in EBS English Books, but there is a little difference among reading books. Second, the comparison of two corpora with two basic word lists - GSL and the Basic Vocabulary of Ministry of Education - reveals that the vocabulary of basic level has a higher proportion in CSAT. In the use of basic academic vocabulary from AWL, EBS English Books contain more academic vocabularies than CSAT. Third, an assessment by BNC demonstrates that the vocabulary level of EBS English Books is much higher than CSAT: the level of EBS English Books are BNC 18800, while CSAT is BNC 17300. This result shows that the vocabulary of EBS English Books is significantly more difficult than CSAT. Judging from above the analysis, the vocabulary levels of EBS English Books are higher than CSAT. Accordingly, it is possible to conclude that EBS English Books are appropriate to study CSAT, although the amount of vocabulary to be learned in EBS English Books is higher than that of the CSAT. In the result, it shows that even though the lexical diversity of CSAT is higher than EBS English Books, there is a limit of an assessment of lexical difficulty. Moreover, CSAT has high basic words and low academic word so that it is found the limit of the purpose of CSAT. Therefore, the results suggest that it is necessary for researcher to examine the analysis of frequency per question and lexical level in CSAT and EBS English Books. In comparison to the lexical level of EBS English Books and English textbooks, it is required to investigate the balance of the optimum level between EBS English Books and English textbooks.
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