[논문]2020년 EBS 연계교재와 대학수학능력시험의 듣기 및 읽기 어휘 분석

강동호

doi:10.5392/jkca.2020.20.10.679

2020년 EBS 연계교재와 대학수학능력시험의 듣기 및 읽기 어휘 분석
Vocabulary Analysis of Listening and Reading Texts in 2020 EBS-linked Textbooks and CSAT 원문보기

한국콘텐츠학회논문지 = The Journal of the Korea Contents Association, v.20 no.10, 2020년, pp.679 - 687

강동호 (서울과학기술대학교)

초록
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본 연구의 목적은 BNC 어휘목록과 2015 교육부 기본 어휘를 중심으로 EBS 연계교재와 대학 수능시험의 어휘를 분석하고자 한다. 어휘점유율과 빈도를 분석하기 위해서 AntWordProfiler 어휘 분석프로그램이 사용되었다. 결과를 보면, 2020 EBS 수능 영어 듣기와 읽기 연계 교재는 각각 BNC 3,000 단어와 4,000 단어를 가지고 약 95%를 이해할 수 있다는 것을 보여준다. 그러나 EBS 듣기와 읽기 교재의 98%의 단어를 이해하기 위해서는 각각 4,000과 8,000 단어가 필요하다는 것을 알 수 있다. 다른 한편으로 2020 수능영어시험 듣기와 읽기의 95%를 이해하기위해서는 각각 2,000과 4,000 단어가 요구되며, 98%의 경우에는 추가적으로 4,000과 7,000의 단어가 필요하다. 결과적으로 EBS 연계교재가 대입수능영어시험보다 더 많은 어휘의 양을 요구한다는 것을 알 수 있다.

Abstract ▼ AI-Helper

The present study aims to investigate lexical coverage of BNC (British National Corpus) word lists and 2015 Basic Vocabulary of Ministry of Education in 2020 EBS-linked textbooks and CSAT. For the data analysis, AntWordProfiler was used to find lexical coverage and frequency. The findings showed that Students can understand 95% of the tokens with a vocabulary of BNC 3,000 and 4,000 word-families in 2020 EBS-linked listening and reading books respectively. 98% can be understood with 4,000 word-families in the EBS-linked listening book while the same lexical coverage can be covered with 8,000 word-families in the EBS-linked reading textbook. By the way, 95% of the tokens can be understood with 2,000 and 4,000 word-families in 2020 CSAT listening and reading tests respectively, while 98% requires 4,000 and 7,000 word-families in the 2020 listening and reading tests respectively. In summary, students should understand more words in 2020 EBS-linked textbooks than in 2020 CSAT tests confirming Kim's (2016) findings. In summary, students should understand more words in 2020 EBS-linked textbooks than in 2020 CSAT tests.

주제어

표/그림 (8)

표 Table 1. Lexical Coverage in EBS Listening
표 Table 2. Lexical Coverage in EBS Reading
표 Table 3. Lexical Coverage in CSAT Listening
표 Table 4. Lexical Coverage in CSAT Reading
표 Table 5. Lexical Coverage in EBS Listening
표 Table 6. Lexical Coverage in EBS Reading
표 Table 7. Lexical Coverage in CSAT Listening
표 Table 8. Lexical Coverage in CSAT Reading

AI 본문요약
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문제 정의

It is necessary to examine the vocabulary used in the EBS-linked textbooks and CSAT in 2020. Therefore, this study aims to investigate the lexical coverage of BNC word lists and the Basic Vocabulary of Ministry of Education (2015) in 2020 EBS-linked textbooks and CSAT tests.
Similarly, it also showed that the words in CSAT reading tests have increased from 3,761 in 2016 to 3,796 tokens in 2019; the words not in the list from 290 in 2016 to 343 tokens in 2019. This study aims to examine the lexical coverage of BNC word lists and 2015 Basic Vocabulary of Ministry of Education in both 2020 CSAT and EBS-linked textbooks.

성능/효과

In conclusion, we need to make a balance between the words in EBS-linked textbooks and those in CSAT, considering that the main contents of EBS textbooks covers 70% of the CSAT. It seems that the amount of the vocabulary is not a critical problem, but the word lists covered by both EBS textbooks and CSAT, for example 95% or 98% of lexical coverage.
Kim[20] examined a comparative analysis of lexical difficulty in the English test for CSAT (College Scholastic Ability Test) (2014-2016) and EBS-linked English textbooks using three corpora: the 2009 Basic Vocabulary of Ministry of Education, GSL (General Service List)[21], and AWL (Academic Word List)[22]. The results showed that CSAT covered higher lexical coverage of the 2009 Basic Vocabulary than EBS-linked textbooks while EBS-linked textbooks contained the higher percentage of AWL than CSAT. In addition, the assessment of the word lists by BNC (British National Corpus) [2] revealed that the words of EBS-linked English textbooks were much higher than those in CSAT: Lexical coverage was 18,800 and 17,300 words in EBS English textbooks and CSAT respectively.
At 90% and 95% coverage, a small minority or a few more gained adequate comprehension. They concluded that 98% text coverage would be needed for most learners to gain adequate comprehension. Laufer and Ravenhorst-Kalovski support this finding[12].

참고문헌 (22)

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상세보기
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상세보기
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상세보기
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상세보기
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