Korean High School English Textbooks Research Articles

A Continuity and Difficulty Analysis of the Reading Texts in Korean High School English Textbooks with the 2015 Revised National Curriculum

The purpose of this study was to investigate the continuity of reading passages of Korean high school English textbooks with the 2015 Revised National Curriculum using Coh-Metrix, a software that analyzes English texts in a range of linguistic features. Twenty-one English textbooks were analyzed: 11 High School English, five High School English I, and five High School English II. Only reading passages in textbooks were analyzed. Coh-Metrix indices related to basic counts, lexical features, syntactic features, cohesion, and readability were analyzed. Results revealed significant differences between High School English and High School English I and II, but no such differences exist between High School English I and II. This study implies that continuity of reading difficulty in terms of lexical, syntactic, and readability characteristics among High School English, English I, and English II textbooks should be considered.

2015 고등 영어과 개정교과서 통사적 복잡성 및 이독성 비교 분석

2015 고등 영어과 개정교과서 통사적 복잡성 및 이독성 비교 분석

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

A Linguistic Analysis of Adapted Literary Texts in Korean High School English Textbooks

The present study is aimed to investigate types of input modification in adapted literary texts and its impact on the adapted literary texts. Four...

A Study on the Discourse Marker Well in Korean High School English Textbooks and ELT Coursebooks

A Study on the Discourse Marker Well in Korean High School English Textbooks and ELT Coursebooks

“A Comparative Study of the Discourse Marker but in a Conversation Corpus, Korean High School English Textbooks, and Global ELT Textbooks.”

“A Comparative Study of the Discourse Marker but in a Conversation Corpus, Korean High School English Textbooks, and Global ELT Textbooks.”

Analysis of visual materials in Korean high school English textbooks and learners’ responses

Analysis of visual materials in Korean high school English textbooks and learners’ responses

An Analysis of Korean High School English Textbooks through Readability Formulae and Coh-Metrix.

An Analysis of Korean High School English Textbooks through Readability Formulae and Coh-Metrix.

A corpus-based analysis of Korean high school English textbooks based on the semantic distribution of high-frequency verb collocations.

A corpus-based analysis of Korean high school English textbooks based on the semantic distribution of high-frequency verb collocations.

Frequency Distribution of Noun Collocations in Korean High School English Textbooks: A Corpus-based Analysis

Frequency Distribution of Noun Collocations in Korean High School English Textbooks: A Corpus-based Analysis

A Corpus-based Analysis of Grammar Patterns of Verbs in Korean High School English textbooks

A Corpus-based Analysis of Grammar Patterns of Verbs in Korean High School English textbooks

Direction-giving Interactions in Korean High School English Textbooks

Abstract This paper investigates the authenticity of conversational texts, particularly direction-giving interactions in Korean high school English textbooks. Previous studies (e.g., PEARSON & LEE 1992; SCOTTON & BERNSTEN 1986) of natural conversations of direction-giving have shown that the structure of native speakers' direction-giving turns is highly formulaic. They are composed of four main moves: 'insertion sequence' (SCHEGLOFF 1972), a set of directions, pre-closing, and closing. In addition, realizations of the moves were very much uniform across the studies. The study demonstrates that 7 7 direction-giving interactions of the textbooks fall short of the features of authentic direction-giving. Specifically, the moves before or after a set of directions are usually not included, especially insertion sequence and pre-closing. Also, the forms of directives in a sequence of directions are more in favor of bald imperative than in naturalistic data. It is argued that in order to help language learners be better equipped to function outside the classroom, textbook conversations should reflect not the authors’ introspection but naturally occurring conversations.