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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 24, No. 0, pp.1197-1228
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2024
Received 23 Oct 2024 Accepted 15 Nov 2024
DOI: https://doi.org/10.15738/kjell.24..202411.1197

2015 개정 교육과정에 기반한 영어 I, II 교과서의 읽기 본문의 언어 복잡성

이현우 ; 이소영
인하대학교
인하대학교
Language complexity of the reading sections of the High School English I and II textbooks based on the 2015 Revised National Curriculum
Hyunoo Lee ; Soyoung Lee
(1st author) Professor, Inha University, Tel: 032-860-7851 hylee@inha.ac.kr
(corresponding author) Professor, Inha University, Tel: 032-860-7852 soyoung@inha.ac.kr


© 2024 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

Tolerance refers to the need for English textbooks to strike a balance in language complexity. An ideal English textbook should feature texts that are neither too complex nor too simplistic, ensuring that they offer an appropriate level of challenge in comparison to other textbooks on the same subject. Continuity, on the other hand, suggests that English textbooks should be suitably more linguistically complex and longer than those for lower-ranking subjects within the curriculum. The present study evaluated nine sets of High School English I and II textbooks, employing two-way (M)ANOVAs to analyze the effects of the subject and publisher variables on nine linguistic complexity indices, AG, TTR, MCI, MLC, DP/C, CP/C, D/Pobj, D/Dobj and D/Nsubj. The results showed that three sets failed to meet the tolerance and continuity standards on two occasions, two sets did so on three occasions, and four sets fell short on more than five occasions. These findings point to a significant issue with the current criteria used in approving English textbooks, underscoring the need for more rigorous standards in textbook authorization.

Keywords:

High School English I and II textbooks, reading sections, lexical, morphological and syntactic complexity, tolerance, continuity

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