Abstract
The current study aims to examine the use of chunks and the extent of repetition in Korean middle school English textbooks. Also, the number of chunks shared by three publishers is examined. To create the corpora, 9 textbooks from three publishers were filed and processed by Simple Concordance Program. The results showed that chunk expressions were repeated 3.6 times on average. Most collocations occurred only one to two times throughout the same series of textbooks. Fixed-expressions showed similar results to those of lexical expressions, while semi-fixed expressions were shown relatively higher frequency rate than the other chunks. Regarding the repetition of chunks, most chunks were reused over 2 or 3 units. The number of chunks shared by three publishers in common was not many. It can be inferred that there were no agreed criteria for the selection and repetition of chunks among the textbook writers. The national curriculum works as a guideline, but the process of selecting items seems to be highly subjective and conducted without the consideration of repetition rate.
Highlights
In the era of globalization, the prevalence of English as a universal lingua franca today has advanced the interconnectivity for people across boundaries
The current study aims to examine the use of chunks and the extent of repetition in Korean middle school English textbooks
The present study has focused on the frequency and recurring patterns of 3 kinds of chunks: lexical collocations, fixed-expressions, and semi-fixed expressions
Summary
In the era of globalization, the prevalence of English as a universal lingua franca today has advanced the interconnectivity for people across boundaries. English is neither the language for English native speakers alone, nor can it be defined by British or American culture. The ability to communicate well in English is a highly regarded skill for higher education and better employment. In these situations, many blame the practice for Korean students’ lack of English proficiency, even after they have studied English for years. The Korean Ministry of Education has made many efforts to improve the students’ oral proficiency. As indicated by the recent Korean national curriculum guidelines, the main purpose of English education in Korea aims to help students develop English language skills to enable them to communicate effectively with foreigners on general everyday topics (Korean Ministry of Education, 2009)
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