The Korean Association for the Study of English Language and Linguistics

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Korean Journal of English Language and Linguistics - Vol. 21

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 21, No. 0, pp.87-109
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Received 21 Jan 2021 Revised 14 Feb 2021 Accepted 25 Feb 2021
DOI: https://doi.org/10.15738/kjell.21..202102.87

2015 개정 영어과 교육과정 초등 수준 어휘 목록을 활용한 영어 애니메이션 영화의 어휘 사용 분석
성민창 ; 김기택
경인교육대학교
서울대학교

Analysis of the vocabulary level in English-language animated movies based on the vocabulary list in the Korean national curriculum for English
Min-Chang Sung ; Kitaek Kim
(1st author) Professor, Gyeongin Nat’l Univ. of Education, Tel: 031-470-6335 (mcsung@ginue.ac.kr)
(corresponding author) Professor, Seoul Nat’l Univ, Tel: 02-880-7680 (kitaek@snu.ac.kr)

© 2021 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

We explore how many word types Korean elementary school students would need to know to understand 25 popular English-language animated movies. Assuming they know the 800 elementary-level word types and 200 loanwords designated by the Korean national curriculum for English, we examined how many word tokens in each movie should be comprehensible to them. Analyzing a corpus of the 25 movie scripts, we calculated how many word types are needed for four levels of coverage of the total token frequency, with the following results: 340 word types cover 80% of the total token frequency, in which 52 word types would not be comprehensible to the target students; 978 word types cover 90% (305 incomprehensible word types); 1,968 word types cover 95% (935 incomprehensible word types); and 3,855 word types cover 98% (2,458 incomprehensible word types). Based on these findings, we present the appropriate lexicon size for the target students’ comprehension of the movies, and discuss primary English teachers’ role when selecting English-language animated movies for their classes and helping their students better understand the movies.


Keywords: 2015 revised Korean national curriculum, English-language animated movies, comprehensible input, primary English education, lexical knowledge

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