A Continuity and Difficulty Analysis of the Reading Texts in Korean High School English Textbooks with the 2015 Revised National Curriculum

Autor/inn/en	Yang, Kyungmo; Bae, Jiyoung
Titel	A Continuity and Difficulty Analysis of the Reading Texts in Korean High School English Textbooks with the 2015 Revised National Curriculum
Quelle	In: English Teaching, 11 (2022), S.43-62 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	High School Students; English (Second Language); Second Language Learning; Second Language Instruction; National Curriculum; Foreign Countries; Computer Software; Computational Linguistics; Textbook Evaluation; Comparative Analysis; Reading Comprehension; Difficulty Level; Syntax; Reliability; Vocabulary; Readability; Educational Change; Curriculum Development; South Korea + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Linguistics; Computerlinguistik; Leseverstehen; Schwierigkeitsgrad; Reliabilität; Wortschatz; Lesbarkeit; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Korea; Republik
Abstract	The purpose of this study was to investigate the continuity of reading passages of Korean high school English textbooks with the 2015 Revised National Curriculum using CohMetrix, a software that analyzes English texts in a range of linguistic features. Twentyone English textbooks were analyzed: 11 High School English, five High School English I, and five High School English II. Only reading passages in textbooks were analyzed. Coh-Metrix indices related to basic counts, lexical features, syntactic features, cohesion, and readability were analyzed. Results revealed significant differences between High School English and High School English I and II, but no such differences exist between High School English I and II. This study implies that continuity of reading difficulty in terms of lexical, syntactic, and readability characteristics among High School English, English I, and English II textbooks should be considered. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01