교육과정에 따른 문장의 다양성과 복잡성 추이

Comparison of diversity and complexity of sentences in Middle School Korean textbooks

This paper aims to investigate aspects of diversity and complexity of sentences in Middle School Korean Textbooks published from the period of the 1st Curriculum to that of the 7th Curriculum. There are relatively small-sized texts(henceforth, ‘guiding text’) in the beginning of every chapter, which introduce the main purpose of those chapters. They are normally written by writers or editors of the textbooks. Thus, we can induce the overall degree of diversity and complexity of sentences in those chapters through analysing the guiding texts. Analytic grammar, which I invented previously to make syntactically tagged corpus in Korean, is used to parse the guiding texts. I illustrate the detail procedure of making data which reveal the development of degree of diversity and complexity of sentences in every chapter of the textbooks. From these data, I extract crucial information about synchronic and diachronic trends of diversity and complexity of sentences in the text books.