초등영어 학습자 어휘 수준에 적합한 영어 애니메이션 영화 탐색
Abstract
This study applies corpus analysis methodologies to the scripts of twenty popular English-language animated movies to explore whether their vocabulary levels are appropriate for Korean elementary school students. Assuming that elementary school students have learned the 1,000 words designated by the 2015 revised Korean national curriculum for elementary English education, it is examined how many word tokens in each movie should be comprehensible for the target students. The script of each movie was put into Wordsmith 4.0, which catalogued the token frequencies of all lexical types. We then calculated the lexical types that are expected to be comprehensible for the target students as a proportion of the total token frequency of each movie. If 95% coverage of a script is needed for unassisted comprehension (Liu and Nation 1985), only one of the twenty movies ―Finding Dory ― is close to being lexically comprehensible for the students, but they would still need to learn additional 63 words before watching the movie. The main pedagogical implication is that teachers must be careful when choosing and using animated movies in elementary English classes.
Keywords:
English-language animated movies, comprehensible input, elementary English education, token and type frequency, the 2015 revised Korean national curriculumReferences
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김기택(Kim, Kitaek), 교수(Professor)경인교육대학교(Gyeongin National University of Education)경기도 안양시 만안구 삼막로 155(Sammak-ro 155, Manan-gu, Anyang-si, Gyeonggido, Korea)Tel: 031-470-6324E-mail: kitaek@ginue.ac.kr
성민창(Sung, Min-Chang), 교수(Professor)경인교육대학교(Gyeongin National University of Education)경기도 안양시 만안구 삼막로 155(Sammak-ro 155, Manan-gu, Anyang-si, Gyeonggido, Korea)Tel: 031-470-6335E-mail: mcsung@ginue.ac.kr