High School English Textbooks Research Articles

A Longitudinal Study of Speakers on CDs for Senior High School English Textbooks in Japan

A Longitudinal Study of Speakers on CDs for Senior High School English Textbooks in Japan

2015 개정 교육과정에 기초한 「영어」 교과서와 고2 영어 국가수준학업성취도평가에 나타난 등급화된 단어의 분포

2015 개정 교육과정에 기초한 「영어」 교과서와 고2 영어 국가수준학업성취도평가에 나타난 등급화된 단어의 분포

2015 고등 영어과 개정교과서 통사적 복잡성 및 이독성 비교 분석

2015 고등 영어과 개정교과서 통사적 복잡성 및 이독성 비교 분석

AN ANALYSIS OF THE ACTIVITIES IN ENGLISH TEXTBOOK (2017 REVISE EDITION) OF 11” GRADE SENIOR HIGH SCHOOL ENTITLED “STOP BULLYING NOW” PUBLISHED BY KEMENDIKBUD

This research was conducted to evaluate the english textbookcontent of 11th grade Senior high school (2017 Revise Edition) Entitled "STOP BULLYING NOW"published by KEMENDIKBUD.This study used descriptive qualitative research approach.The data source is 11th grade Senior high school english textbook and used the content analysisto evaluate the English textbook based on standard of KEMENDIKBUD.This study gathered the source data by using checklist instruments,which are consists of Textbook content,Presentation,Languange and Graphic Design.The data analysis resulted from the percentage of fullfilment scoreand gain 95% as the Good CategoryEnglish textbookand have been fulfilled the requirements of KEMENDIKBUD for eleventh grade senior high school.ThisEnglishtextbookEntitled"STOPBULLYINGNOW"itisaqualifiedbookbycontaingoodmaterialsbasedonMAGICConcepttheyareMotivating,AuthenticandAppropriate,GraphicandGraded,Interesting,InteractiveandIntegrated,ContextualizedandCreative.

AN ANALYSIS OF THE ACTIVITIES IN ENGLISH TEXTBOOK (2017 REVISE EDITION) OF 11” GRADE SENIOR HIGH SCHOOL ENTITLED “STOP BULLYING NOW” PUBLISHED BY KEMENDIKBUD

This research was conducted to evaluate the english textbookcontent of 11th grade Senior high school (2017 Revise Edition) Entitled "STOP BULLYING NOW"published by KEMENDIKBUD.This study used descriptive qualitative research approach.The data source is 11th grade Senior high school english textbook and used the content analysisto evaluate the English textbook based on standard of KEMENDIKBUD.This study gathered the source data by using checklist instruments,which are consists of Textbook content,Presentation,Languange and Graphic Design.The data analysis resulted from the percentage of fullfilment scoreand gain 95% as the Good CategoryEnglish textbookand have been fulfilled the requirements of KEMENDIKBUD for eleventh grade senior high school.ThisEnglishtextbookEntitled"STOPBULLYINGNOW"itisaqualifiedbookbycontaingoodmaterialsbasedonMAGICConcepttheyareMotivating,AuthenticandAppropriate,GraphicandGraded,Interesting,InteractiveandIntegrated,ContextualizedandCreative.

The Narratives of Culture in Junior High School English Textbooks: A Crossed Border and Remaining Issues

The Narratives of Culture in Junior High School English Textbooks: A Crossed Border and Remaining Issues

The Frequency of Affixes and Affixed Words in Japanese Senior High School English Textbooks: A Corpus Study

The Frequency of Affixes and Affixed Words in Japanese Senior High School English Textbooks: A Corpus Study

A Corpus-based Analysis of Collocations in Korean Middle and High School English Textbooks

This study analyzed collocations in Korean middle and high school English textbooks based on the 2015 revised national curriculum. All 1,718 nouns from the curriculum wordlist were selected as node words and paired with their collocates statistically verified using a billion-word reference corpus to better represent the existing lexical syllabus. The analysis revealed that collocation density was higher in the textbooks, with readers encountering one collocation per 16–17 words. However, collocations in the textbooks showed insufficient repetition and a narrower range of association strength. Fewer repetitions and a limited collocational repertoire led to a weaker correlation between the two variables. This suggests that Korean learners may not benefit enough from frequent encounter to consolidate their lexical knowledge or distinguish different collocational strength levels. These findings call for considering the level of repetition and association strength of collocations in developing the English curriculum and materials.

THE 21st-CENTURY SKILLS REPRESENTED IN READING TASKS OF JUNIOR HIGH SCHOOL ENGLISH TEXTBOOKS

The purpose of this research is to reveal the representation of the 21st-century skills in the reading tasks of junior high school English textbooks for grade VIII and compare the results of data between the textbook published by Erlangga publishing and the textbook published by the The Ministry of Education and Culture. The integration of the 21st-century skills in English textbook is important for students to deal with globalization. Using the descriptive qualitative method and content analysis, this research analyzed the representation of the 21st-century skills in reading tasks of Junior High School English textbooks “Bright an English” published by Erlangga and the textbook “When English Rings a Bells” published by The Ministry of Education and Culture for grade VIII for Junior High School based on the categories of 12 competencies from the framework for 21st-century learning. As a result, the researcher found that there were slightly different results from two English textbooks. Textbook 1 refers to the “Bright an English” textbook presents 9 skills. Meanwhile, textbook 2 refers to “When English Rings a Bells” textbook presents 8 skills which had fewer than textbook 1. The textbooks use the 2013 English curriculum materials. It also has fulfilled the criteria of a good textbook. This research definitively answers the question regarding the representation of 21st-century skills in the reading task of Junior High School English textbooks.

An Analysis of Grammatical Items in High School English Textbooks and A Correlation Analysis Between English Textbooks and the Grammatical Test Items of CSAT

An Analysis of Grammatical Items in High School English Textbooks and A Correlation Analysis Between English Textbooks and the Grammatical Test Items of CSAT

Gender Stereotypes Portrayed in a Senior High School English Textbook Published by Indonesia Ministry of Education and Culture


 The study was conducted to elaborate the gender stereotypes in a national senior high school English textbook in Indonesia. The qualitative study is applied and Critical Discourse Analysis is used as the preferable approach. This research provides the development of Mullet’s (2018) CDA generic framework analysis which based on Fairclough’s (2001) model. The result of the study divulged various gender stereotypes portrayed such as gender firstness, equality, dominance and bias. Many biased stereotypes are found on how the female character being portrayed in leadership matter, social relation, and family. In contrast, in the matter of physical traits, male characters are portrayed to have more and various interests in sports. The gender stereotypes portrayed in both textual and visual contents within the textbook. Many illustrations portrayed women stereotypically biased so do the textual materials such as narrative text, recount text/biography, transactional text, and descriptive text. Somehow, it is suggested that the authors should consider the position and the portrayal of gender stereotypes as problematic as proven by many previous studies. 
 
 Keywords: Critical Discourse Analysis, Fairclough Model, Gender Stereotypes, Textbook. 

중·고등학교 영어 교과서 수정 활동 연구: 예비 영어교사의 비판적 접근법 활용 사례

This study explored how pre-service teachers at a teacher’s college in Korea perceived and applied what they learned in an English textbook evaluation and modification class utilizing a critical approach. Under the premise that learners give too much authority to English textbooks, they were invited to analyze and modify English textbooks through critical perspectives and were asked how they perceived such English textbook evaluation and modification experience. Middle school English textbooks for first and second graders and high school English textbooks for first graders were analyzed and modified by the students. Their artifacts, textbook evaluation reports, pre-modified and post-modified English textbooks, group progress reports, and group interviews were collected and analyzed using qualitative methods. Results of this project-based participatory class revealed that students are able to critically analyze English textbooks in terms of prejudice towards minorities and cultural imperialism. Also, such textbook modification experiences help them develop more constructive points of view as learners as well as future material developers and teachers. Pedagogical implications and future research suggestions are also addressed.

A Comparative Analysis of Linguistic Difficulty among High School English Textbooks Based on the 2015 Revised Elective-Centered Curriculum

A Comparative Analysis of Linguistic Difficulty among High School English Textbooks Based on the 2015 Revised Elective-Centered Curriculum

언어변화와 영어 교과서: 분리부정사를 중심으로

‘Split or not to split infinitives’ still remains controversial among grammarians, native English speakers, and English learners, even though the grammatical construction was officially approved as correct. In this regard, this study aims to explore how split infinitives are used in the reading texts of high school English textbooks. To this end, a corpus was compiled, comprising all the reading materials from 18 high school English textbooks. From this corpus, all the examples of ‘split infinitives’ were identified using the concordance function of AntConc to see how many split infinitives occur in the English textbooks and what types of adverbials are used in the construction. The results indicated that the ratio of split infinitives to to-infinitives in the textbooks is similar to that in COCA, even though the split infinitives are not evenly distributed throughout textbooks analyzed in this study. In addition, the types of splitter adverbials that occur in the textbooks are likely to be adverbs of degree(e.g. really, simply, actually, better) and manner(e.g. carefully, creatively, easily), which are considered to mainly occur between to and verbs in the split infinitive phrases. Therefore, this study suggests that the high school English textbooks provide authentic reading materials that include language change regarding split infinitive use.

Japanese Junior High School English Textbook Input and Wh-Question Formulation

Second language acquisition of English wh-questions is complicated by asymmetries among different wh-question types. In a study of the wh-interrogative production of Japanese junior high school (JHS) learners, Hasebe and Maki (2014) found a disordinal interaction between wh-question type and English proficiency level. They also noted an unexplained tendency for more advanced learners to over-insert do. Connecting these findings, the present investigation hypothesized greater learner exposure to wh-questions with do at higher levels of study, which was evaluated by comparing the proportions of relevant wh-question types across the three grade levels of three popular ministry-approved JHS English textbooks. Although failing to support the research hypothesis, the results revealed a scarcity of noncopular main verb wh-subject questions. Given retrograde development of this particular question type, these findings suggest a possible need to explicitly sensitize learners to the distinctions between various wh-question types as well as provide additional implicit exposure to them. 第二言語習得研究では、英語のwh疑問文の種類によって習得速度に違いがあることが報告されている。Hasebe ＆ Maki（2014）による日本人中学生を対象にした調査では、wh疑問文の種類と英語の上達度の間に非順序的な交互作用があることに加えて、初級の学習者に比べ、中上級の学習者は主語疑問文でdo挿入を過剰に適用する傾向があることが分かった。この結果をもとに、中上級の学習者はdo挿入があるwh疑問文のインプットを、初級者よりも多く受けていると考え、日本の中学校で使用されている教科書に掲載されていた疑問文の例を調査した。その結果、インプットの量が影響しているという仮説は支持されなかったが、全体として主語疑問文の数が少ないことが分かった。Hasebeらで観察された学習者の主語疑問文の習得に対し、本研究の結果は、学校教育の場において主語疑問文のインプットを増やすことや、疑問文の種類の違いを明示的に指導する必要性があることを示唆している。

Comparative Analysis of 4-gram Word Clusters in South vs. North Korean High School English Textbooks

Comparative Analysis of 4-gram Word Clusters in South vs. North Korean High School English Textbooks

The Structure and Function of Lexical Bundles in Communicative Saudi High School EFL Textbooks

Current English Language Teaching (ELT) textbooks have largely adopted the communicative approach by using authentic materials to foster EFL students’ communicative competence. However, the communicative status of Saudi high school English textbooks has been underexplored. One way to assess the authenticity of Saudi EFL textbooks is by considering their use of a frequent linguistic item known as lexical bundles. Thus, the present study investigated whether the lexical bundles in communicative Saudi high school textbooks are representative of conversational English. This comparative corpus study used a lexical bundle approach to compare the ten most frequent lexical bundles in the textbooks to those in an English reference corpus. Results show that three and four-word lexical bundles are less frequent in the textbooks compared to the reference corpus and that there is considerable variation in the structural and functional patterns of the bundles in the two corpora. Pedagogical implications are discussed in light of the findings.

An Analysis of the Meaning of Particles Down in Phrasal Verbs based on High School English Textbooks

An Analysis of the Meaning of Particles Down in Phrasal Verbs based on High School English Textbooks

Readability Assessment of English Junior High School Textbooks by Implementing Cloze Procedure

<p>Textbooks that are too difficult to read will decrease students’ motivation in learning, while textbooks that are too easy to read will make students less interested in reading them. Therefore, the readability analysis needs to be done so that the textbooks used as learning media are suitable for the students who become the target readers of the books. This study analyzes the texts in Junior High School English textbooks entitled “English in Focus” grades VII, VIII, and IX published by the Center of Book Archieve of the Department of National Education by using cloze procedure. The tests were carried out in SMPN 1 Gunungputri and SMP Sejahtera 2 Cileungsi, involving students in grades VII, VIII, and IX. The texts tested were adapted to their grade levels. The tests were made in the form of 100 words which were then omitted at every 5th word. The readability results of “English in Focus” textbook are that not all texts in the book are suitable for students who use it. If the books are considered as suitable teaching material, these books need some changes because there are 6 texts from the total of 24 texts that are considered too difficult for students.</p><p>Keywords: textbook assessment, readability, cloze procedure</p>

한일 고등학교 영어교과서의 시간 형용사에 대한 코퍼스 기반 비교 분석

한일 고등학교 영어교과서의 시간 형용사에 대한 코퍼스 기반 비교 분석