2015 개정 고교 영어 교과서 분석과 교사의 교과서 사용 실태 및 인식에 관한 연구

Analysis of 2015’s revised high school English textbooks and school teachers’ usage and perception of the textbooks

This study analyzes 2015’s revised high school English textbooks and examines school teachers’ usage and perception of these books, along with the possibility of using corpus in the English classroom. A total of 92 text files were extracted from reading passages in 11 textbooks. A Coh-Metrix analysis showed only minor statistical differences, with the exception of post-hoc tests, which indicated only two meaningful differences: mean number of words in sentences and words before the main verbs. The Readability results of the 11 textbooks showed that the units in each textbook were not arranged systematically. Further analysis was undertaken into the vocabulary words based on the two wordlists of KEBWL and GSL. Overall, words from the lists were well-reflected in the textbooks. A survey of 43 high school teachers revealed the textbooks were easy but insufficient in achieving teaching objectives. Additional in-depth interviews with two teachers showed that corpus tools were especially beneficial in drawing the attention of students and stimulating their interest. It is recommended that teachers be trained in corpus usage so they can guide students to engage in self-directed learning. This study sheds light on the possibility of using corpora to supplement English textbooks.