Your browser does not support the PubReader view.
Go to this page to see a list of supporting browsers.
The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 25, No. 0, pp.203-232
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2025
Received 02 Jan 2025 Revised 24 Jan 2025 Accepted 10 Feb 2025
DOI: https://doi.org/10.15738/kjell.25..202502.203

Language Complexity of the Listening Scripts of the High School English Ⅰ and Ⅱ Textbooks Based on the 2015 Revised National Curriculum

Jiyong Lee ; Hyunoo Lee
(First author) Assistant Professor, Department of EnglishKorea Military Academy 574 Hwarang-Ro, Nowon-GuSeoul 01805, Korea jlee0123@kma.ac.kr
(corresponding author) Emeritus Professor, Department of English EducationInha University 100 Inha-Ro, Michuhol-Gu, Incheon 22212, Korea hylee@inha.ac.kr


© 2025 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This paper discusses the ideal characteristics of listening materials of English textbooks within the framework of the 2015 Revised National Curriculum of English, emphasizing two key principles: Tolerance (or Allowable Deviation) and Continuity. Tolerance refers to the need for textbooks to strike a balance in linguistic complexity. English textbooks should feature texts that are neither overly complex nor too simplistic, ensuring that they are appropriately challenging compared to other textbooks covering the same subject. This balance helps to maintain a consistent level of difficulty across materials, catering to diverse student capabilities without overwhelming or under-stimulating learners. Continuity suggests that English textbooks should be more linguistically complex and longer in length than those intended for lower-ranking subjects in the curriculum. This progression supports students’ development, preparing them for increasingly sophisticated language use as they advance through their education. The study evaluated nine sets of the listening scripts of high school English I and II textbooks, employing two-way (M)ANOVAs to analyze the effects of the subject and the publisher on six linguistic complexity indices: AG, TTR, MCI, MLC, DP/C, and CP/C. The findings revealed that a considerable number of the nine textbooks failed to meet the established Tolerance and Continuity standards on multiple occasions. This calls for a reevaluation of how English textbooks are chosen and assessed to ensure that they effectively support student learning in line with curriculum expectations. Enhancing the criteria for textbook selection could lead to more effective teaching materials that better serve the diverse needs of students.

Keywords:

Continuity, English Ⅰ and Ⅱ textbooks, listening scripts, lexical, morphological and syntactic complexity, Tolerance

References

  • 강준수⋅차경환(Kang, J-S. and K-W Cha). 2023. 2015 개정 교육과정 영어I 교과서 듣기활동의 어휘적⋅구문적 특성: 코퍼스 기반 분석(Lexical and syntax features of listening sections in English 1 textbook: Corpus-based analysis.). ≪학습자중심교과교육연구≫(Journal of Learner-Centered Curriculum and Instruction) 23(11), 119-132. [https://doi.org/10.22251/jlcci.2023.23.11.119]
  • 교육부(Ministry of Education). 2016. 『2015 개정 교육과정에 따른 교과용도서 개발을 위한 편찬상의 유의점 및 검정기준』(Considerations and Selection Criteria for the Publication of Textbooks Based on the 2015 Revised National Curriculum). 교육부(Ministry of Education).
  • 교육부(Ministry of Education). 2022. 『영어과 교육과정』(English Curriculum), 교육부 고시 제2022-33호 [별책 14]. 교육부(Ministry of Education).
  • 권혁승⋅박은성⋅김현정⋅오건석⋅강신자⋅윤소영(Kwon, H., E. Park, H. Kim, G. Oh, S. Kang and S. Yoon). 2018. High School English I. 동아출판(Dong-A Publishing Co., Ltd.).
  • 권혁승⋅박은성⋅김현정⋅오건석⋅강신자⋅윤소영(Kwon, H., E. Park, H. Kim, G. Oh, S. Kang and S. Yoon). 2019. High School English II. 동아출판(Dong-A Publishing Co., Ltd.).
  • 김길중⋅P. M. Aaron⋅임정원⋅장진화⋅김건우⋅김나현 외(K. Kim, P. M. Aaron, J. Lim, J. Jang, K. Kim, N. Kim et al.). 2018. High School English I. 다락원(Darakwon).
  • 김길중⋅P. M. Aaron⋅임정원⋅장진화⋅김건우⋅김나현 외(K. Kim, P. M. Aaron, J. Lim, J. Jang, K. Kim, N. Kim et al.). 2019. High School English II. 다락원(Darakwon).
  • 김성곤⋅윤진호⋅구은영⋅전형주⋅서정환⋅이후고 외(Kim, S., J. Yoon, E. Goo, H. Jeon, J. Seo, H. Lee et al.). 2018. High School English I. 엔이 능률(NE Neungyule).
  • 김성곤⋅윤진호⋅구은영⋅전형주⋅서정환⋅이후고 외(Kim, S., J. Yoon, E. Goo, H. Jeon, J. Seo, H. Lee et al.). 2019. High School English II. 엔이 능률(NE Neungyule).
  • 류지수⋅전문기(Ryu, J. and M. Jeon). 2020. Coh-Metrix 시스템을 이용한 고등학교 영어교과서의 듣기대본 복잡도 분석(An analysis of the text complexity of listening scripts of high school English textbooks using Coh-Metrix). ≪영어학≫(Korean Journal of English Language and Linguistics) 20, 363-383.
  • 민나리(Min, N.). 2023. 2015 개정 영어과 교육과정에 기반한 중학교 영어 교과서 듣기 대본 분석: 통사적 복잡성을 중심으로(Analysis of the Listening Scripts of Middle School English Textbooks Based on the 2015 Revised National Curriculum of English: With Focus on Syntactic Complexity). 석사학위논문(Master’s thesis), 인하대학교(Inha University).
  • 민찬규⋅정현성⋅이상기⋅김윤규⋅나우철⋅안효선 외(Min, C., H. Jung, S. Lee, Y. Kim, W. Na, H. Ahn et al.). 2018. High School English I. 지학사(Jihak Publishing Co., Ltd.).
  • 민찬규⋅정현성⋅이상기⋅김윤규⋅나우철⋅안효선 외(Min, C., H. Jung, S. Lee, Y. Kim, W. Na, H. Ahn et al.). 2019. High School English II. 지학사(Jihak Publishing Co., Ltd.).
  • 박준언⋅윤병우⋅김선형⋅최선영⋅최지영⋅김진수 외(Park, J., B. Yoon, S. Kim, S. Choi, J. Choi, J. Kim et al.). 2018. High School English I. 와이비엠(YBM).
  • 박준언⋅윤병우⋅김선형⋅최선영⋅최지영⋅김진수 외(Park, J., B. Yoon, S. Kim, S. Choi, J. Choi, J. Kim et al.). 2019. High School English II. 와이비엠(YBM).
  • 송해성(Sohng, H. S.). 2013. 고등학교 영어 교과서 듣기 과업의 학년별 연계성 연구(Exploring the connectedness of listening tasks according to grades in High School English textbooks). ≪영어어문교육≫(English Language & Literature Teaching) 19(4), 279-305.
  • 이소영⋅이현우(Lee, S. and H. Lee). 2019. 2015 개정 교육과정에 따른 중2 영어 교과서 어휘 분포 분석(An analysis of the distribution of vocabulary in Middle School English 2 textbooks based on 2015 Revised English National Curriculum). ≪중등영어교육≫(Secondary English Education) 12(3), 71-93. [https://doi.org/10.20487/kasee.12.3.201908.71]
  • 이재영⋅문안나⋅오영일⋅조수경⋅이윤정⋅김정현 외(Lee, J. A. Moon, Y. Oh, S. Cho, Y. Lee, J. Kim et al.). 2018. High School English I. 천재교육(Chunjae Education, Inc.).
  • 이재영⋅문안나⋅오영일⋅조수경⋅이윤정⋅김정현 외(Lee, J. A. Moon, Y. Oh, S. Cho, Y. Lee, J. Kim et al.). 2019. High School English II. 천재교육(Chunjae Education, Inc.).
  • 이현우(Lee, H.). 2020. 2015 개정 교육과정에 기반한 영어 I 교과서의 어형론적 복잡성(Morphological complexity in English I textbooks based on the 2015 revised national curriculum). ≪중등영어교육≫(Secondary English Education) 13(1), 3-24. [https://doi.org/10.20487/kasee.13.1.20202.3]
  • 이현우(Lee, H.). 2021. 2015 개정 교육과정에 기초한 「영어」 교과서와 고2 영어 국가수준학업성취도평가에 나타난 등급화된 단어의 분포(Distribution of graded vocabulary in the High School English textbooks and K-11 NAEA English test based on the 2015 Revised National Curriculum). ≪중등영어교육≫(Secondary English Education) 14(1), 3-24. [https://doi.org/10.20487/kasee.14.1.202102.22]
  • 이현우⋅이소영(Lee, H. and S. Lee). 2024. 2015 개정 교육과정에 기반한 영어 I, II 교과서의 읽기 본문의 언어 복잡성(Language complexity of the reading sections of the High School English I and II textbooks based on the 2015 Revised National Curriculum). ≪영어학≫(Korean Journal of English Language and Linguistics) 24, 1,197-1,228.. [https://doi.org/10.15738/kjell.24..202411.1197]
  • 임인재⋅전문기(Lim, I. and M. Jeon). 2013. 코퍼스에 기반한 중학교 1학년 개정 영어교과서 듣기자료 비교 분석(A corpus-based analysis of the listening materials in Middle School English 1 textbooks). ≪영어학≫(Korean Journal of English Language and Linguistics) 13(1), 105-134. [https://doi.org/10.15738/kjell.13.1.201303.105]
  • 최인철⋅박리리⋅김근영⋅최수하⋅김주혜⋅손지해 외(Choi, I., L. Park, G. Kim, S. Choi, J. Kim, J. Son et al.). 2018. High School English I. 금성출판사(Kumsung Publishing Co., Ltd.).
  • 최인철⋅서원화⋅이윤경⋅김주혜⋅전예지⋅라문선 외(Choi, I., W. Seo, Y. Lee, J. Kim, Y. Jeon, M. Rha et al.). 2019. High School English II. 금성출판사(Kumsung Publishing Co., Ltd.).
  • 한상호⋅정은귀⋅김예리⋅김재란⋅이보희⋅이혜은(Han, S-H., E-G. Jung, Y. Kim, J. Kim, B. Lee, H. Lee). 2018. High School English I. 와이비엠 텍스트(YBM Text).
  • 한상호⋅정은귀⋅김예리⋅김재란⋅이보희⋅이혜은(Han, S., E. Jung, Y. Kim, J. Kim, B. Lee, H. Lee). 2019. High School English II. 와이비엠 텍스트(YBM Text).
  • 홍민표⋅안현기⋅박연미⋅김정태⋅장현옥⋅신정섭 외(Hong, M., H. Ahn, Y. Park, J. Kim, H. Jang, J. Shin et al.). 2018. High School English I. 비상교육(Visang Education, Inc.).
  • 홍민표⋅안현기⋅R. Pak⋅O. D. Desmond⋅조금희(Hong, M., H. Ahn, R. Pak, O. D. Desmond, G. Cho). 2019. High School English II. 비상교육(Visang Education, Inc.).
  • 황은경⋅박광현(Hwang, E. and K. Park). 2024. 초등학교 5·6학년 영어 교과서의 통사적 복잡성 비교 분석(A comparative analysis of syntactic complexity in 5th and 6th grade English textbooks). ≪현대영어교육≫(Modern English Education) 25, 100-114.
  • Bauer, L. and I. S. P. Nation. 1993. Word families. International Journal of Lexicography 6(4), 253-279. [https://doi.org/10.1093/ijl/6.4.253]
  • Biber, D. 1988. Variation across speech and writing. Cambridge University Press. [https://doi.org/10.1017/CBO9780511621024]
  • Brezina, V. and G. Pallotti. 2019. Morphological complexity in written L2 texts. Second Language Research 35(1), 99-119. [https://doi.org/10.1177/0267658316643125]
  • Chafe, W. and D. Tannen. 1987. The relation between written and spoken language. Annual Review of Anthropology 16, 383-407. [https://doi.org/10.1146/annurev.an.16.100187.002123]
  • Chan, Y. H. 2003. Biostatistics 104: Correlational analysis. Singapore Medical Journal 44(12), 614-619.
  • Daller, H., R. van Hout and J. Treffers-Daller. 2003. Lexical richness in the spontaneous speech of bilinguals. Applied Linguistics 24(2), 197-222. [https://doi.org/10.1093/applin/24.2.197]
  • Dancey, C. P. and J. Reidy. 2020. Statistics without Maths for Psychology, (8th ed.). Pearson.
  • De Vaus, D. 2002. Analyzing Social Science Data: 50 Key Problems in Data Analysis. Sage Publications, Ltd.
  • Graves, K. 2000. Designing Language Courses: A Guide for Teachers. Heinle & Heinle.
  • Guiraud, P. 1954. Les Caractères Statistiques du Vocabulaire: Essai de Méthodologie. Presses Universitaires de France.
  • Hunt, K. W. 1965. Grammatical Structures Written at Three Grade Levels (NCTE Research Report No. 3). National Council of Teachers of English.
  • Krashen, S. D. 1985. The Input Hypothesis: Issues and Implications. Longman, Ltd.
  • Leech, G. and J. Svartvik. 2002. A Communicative Grammar of English, (3rd ed.). Longman, Ltd.
  • Lu, X. 2010. Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics 15(4), 474-496. [https://doi.org/10.1075/ijcl.15.4.02lu]
  • Lu, X. 2011. A corpus-based evaluation of syntactic complexity measures as indices of college-level ESL writers’ language development. TESOL Quarterly 45(1), 36-62. [https://doi.org/10.5054/tq.2011.240859]
  • Malvern, D., B. Richards, N. Chipere and P. Durán. 2004. Lexical Diversity and Language Development: Quantification and Assessment. Palgrave Macmillan. [https://doi.org/10.1057/9780230511804]
  • Meyers, L. S., G. Gamst and A. J. Guarino. 2016. Applied Multivariate Research: Design and Interpretation, (3rd ed.). SAGE Publications, Inc. [https://doi.org/10.4135/9781071802687]
  • Nation, I. S. P. 2001. Learning Vocabulary in Another Language. Cambridge University Press. [https://doi.org/10.1017/CBO9781139524759]
  • Norris, J. M. and L. Ortega. 2009. Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics 30(4), 555-578. [https://doi.org/10.1093/applin/amp044]
  • Ortega, L. 1999. Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition 21(1), 109-148. [https://doi.org/10.1017/S0272263199001047]
  • Ortega, L. 2003. Syntactic complexity measures and their relationship to L2 proficiency: A research synthesis of college-level L2 writing. Applied Linguistics 24(4), 492-518. [https://doi.org/10.1093/applin/24.4.492]
  • Read, J. 2000. Assessing Vocabulary. Cambridge University Press. [https://doi.org/10.1017/CBO9780511732942]
  • Richards, J. C. 2001. Curriculum Development in Language Teaching. Cambridge University Press. [https://doi.org/10.1017/CBO9780511667220]
  • Ryu, J. and M. Jeon. 2020. An analysis of the continuity of the listening scripts of middle school English textbooks with Coh-Metrix. English Language & Literature Teaching 26(3), 101-121. [https://doi.org/10.35828/etak.2020.26.3.101]
  • Sheldon, L. E. 1988. Evaluating ELT textbooks and materials. ELT Journal 42(4), 237-246. [https://doi.org/10.1093/elt/42.4.237]
  • Templin, M. 1957. Certain Language Skills in Children: Their Development and Inter-relationships. University of Minnesota Press. [https://doi.org/10.5749/j.ctttv2st]
  • Tomlinson, B. 2011. Materials Development in Language Teaching. Cambridge University Press. [https://doi.org/10.1017/9781139042789]
  • Treffers-Daller, J., P. Parslow and S. Williams. 2018. Back to basics: how measures of lexical diversity can help discriminate between CEFR levels. Applied Linguistics 39(3), 302-327.
  • Ur, P. 1996. A Course in Language Teaching: Practice and Theory. Cambridge University Press.
  • Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Wolfe-Quintero, K., S. Inagaki and H.-Y. Kim. 1998. Second Language Development in Writing: Measures of Fluency, Accuracy, and Complexity. University of Hawai’i Press.
  • Xanthos, A. and S. Gillis. (2010). Quantifying the development of inflectional diversity. First Language 30(2), 175-198. [https://doi.org/10.1177/0142723709359236]
  • Xanthos, A. and G. Guex. (2015). On the robust measurement of inflectional diversity. In A. Tuzzi, M. Benesova and J. Macutek, eds., Recent Contributions to Quantitative Linguistics, 241-254. De Gruyter. [https://doi.org/10.1515/9783110420296-020]
  • Yang, K. and J. Bae. 2022. A continuity and difficulty analysis of the reading texts in Korean high school English textbooks with the 2015 Revised National Curriculum. English Teaching 77(sup. 1), 43-62. [https://doi.org/10.15858/engtea.77.s1.202209.43]