본 논문의 목적은 시중 A1 등급 교재 4종에 사용된 어휘의 등급별 분포와 어휘 반복 횟수를 밝히는 데 있다. 이를 위해 시중 A1 등급 교재 4종을 선택하여 ‘새단어’를 중심으로 어휘 등급 분포와 어휘 반복 횟수를 살펴보았다. 교재 4종 모두 1등급 이외의 어휘가 54%-68%로 너무 많았다. 등급 외 어휘들도 대단히 많았다. 교재 4종 모두 26-35%가 등급 외 어휘였다. 교재 4종의 1등급 반복 횟수 4회 이상의 어휘가 47-74%로 상대적으로 높은 수치를 보인다. 하지만 2등급은 반복 횟수 4회 이상의 어휘가 13-25%, 3등급의 경우 5-33%, 4-6등급은 0%, 등급 외 어휘들은 6-8%를 나타냈다. 전반적으로 어휘 반복 횟수가 상당히 낮음을 알 수 있다. 어휘 빈도수와 어휘 반복 횟수를 높이기 위해서는 나선형 혹은 순환형 주제 배열 교재와 기능 분리형 교재가 더욱 많아져야 한다.

This study examined the reading passages of the National Assessment of Educational Achievement (NAEA) and middle school English textbooks in terms of their readability and lexical difficulty. The readability was measured by using Flesch-Kincaid Grade Level Index, while their lexical difficulty was measured in terms of STTR (standardized type-token ratio), frequency of tokens per type, and vocabulary frequency levels by using VocabProfile and Oxford WordSmith Tools 7.0. The results showed that there was a gap between the readability of the English textbooks and that of the NAEA conducted from 2012 to 2014, while the readability between the English textbooks and that of the 2015 NAEA reached a comparable level. However, the textbooks from one publisher showed substantively lower readability than those from the other publishers and the NAEA. Secondly, regarding vocabulary frequency levels, the words in 1K and 2K accounted for more than 90% of the textbooks and the NAEA, while the NAEA had a higher STTR and lower frequency of tokens per type than the textbooks. It suggests that the NAEA employed more various words with less repetition than the textbooks. Pedagogical implications are discussed.

This study investigated whether two different writing tasks (narrative and argumentative), elicit different lexical features. This study also attempted to identify the relationship between lexical features and the level of writing proficiency. Seventyeight university students wrote one narrative and one argumentative essay, with a 30-minute time limit for each task. A total of 156 essays were rated by eight raters using holistic rubrics, and then were divided into three levels of writing proficiency. The written products were analyzed for nine lexical variables: mean word length,Type/Token Ratio, Root TTR (RTTR), Corrected TTR (CTTR), lexical density, the most frequent 1000-word families, the second most frequent 1000-word families,academic word list, and lexical frequency. The main findings are twofold. First,paired t-test analysis revealed significant differences between the two discourse modes in eight lexical variables. Second, the results of one-way ANOVA, Welch ANOVA, and Pearson’s correlation analysis indicated that RTTR and CTTR best discriminated between the different writing proficiency groups.

This article explores how the conflicting ideological positions of the news media in two different countries are reflected in their perceptions of the postwar situation in Iraq and become encoded in lexical choices and strategies in relation to the cognitive and socio-political dimension of the media. The target data were collected from the on-line news reports posted on the respective web sites of the two networks: the Fox News Channel in the U.S. (foxnews.com) and the English-language version of Al-Jazeera in Qatar (english.aljazeera.net). This study adopts an interdisciplinary theoretical framework of critical discourse analysis for ideological representations in news discourse by integrating labeling strategies in information structure from critical discourse scholars (Tomlin et al. 1997; Fairclough 1992, 1995). In particular, the lexical choices and their cognitive and discursive strategies are qualitatively and quantitatively examined by focusing on the labels on the War against Iraq and postwar Iraq. As a result, this study seeks to verify the idea that the ideological differences between the two news networks result in their own strategically and informationally structured labels on Iraqi situations in each news text, keeping and reproducing the separating concept of Self and Other according to each network's socio-cultural identity and ideology.

This study analyzed English words that are used in the middle school English text books of the 6th and the 7th National Curriculum in Korea. For this analysis, an English corpus of a total of 1,230,023 nodes was built out of 63 English textbooks of the 6th and the 7th National Curriculum. The study specifically investigated the following items for analysis: 1) tokens and types of words used in the middle school textbooks, 2) frequency of the words, and the numbers of new words introduced in each school-year, 3) high-frequency words in the textbooks with reference to those in large-scale general English corpora, 4) parts of speech of the words and their frequencies, and 5) the comparison of the words used in reading parts and listening parts. Analysis of the corpus revealed the following results. Regarding the average number of tokens and types, the textbooks based on the 7th Curriculum contain more than those based on the 6th Curriculum. As for the frequency of the repetition of words, the 6th curriculum textbooks are more than the 7th curriculum textbooks. Comparison of vocabularies used in the text corpus and in general large-scale English corpus shows that there are more similarities than differences.

본 연구는 2015 개정 교육과정을 기반으로 개발되어 사용되고 있는 중등학교 영어 교과서의 읽기 지문에 나타난 고빈도 어휘 뭉치(lexical bundles)의 유형과 특성을 고찰하고, 어휘 뭉치가 갖는 구조적, 기능적 특징을 살펴보고자 한다. 또한 원어민 참조 코퍼스와의 비교·분석을 통해 어떠한 차이가 있는지를 알아보고자 한다. 이를 위해 2015 개정 교육과정 중·고등학교 영어 교과서의 읽기 지문을 코퍼스로 구축한 후 고빈도 어휘 뭉치를 비교·분석하였으며, 그 결과는 다음과 같다. 첫째, 중학교 교과서에 비해 고등학교 교과서의 읽기 지문이 다양한 내용과 더 많은 양의 텍스트를 다루므로 예상대로 더 많은 어휘 뭉치가 출현하였으며, 어휘 다양성 또한 높은 것으로 확인되었다. 둘째, 어휘 뭉치의 구조적 분석을 통해 동사구 결합 유형의 비율이 가장 높은 중학교 읽기 지문은 구어 담화적인 성격을 지녔으며, 전치사구 결합 유형의 비율이 높은 고등학교 읽기 지문은 학술적인 글의 특성을 지녔음을 알 수 있었다. 셋째, 중·고등학교 교과서 어휘 뭉치의 기능적 분석 결과 지칭 표현 기능의 어휘 뭉치가 70% 이상의 높은 비율을 차지하였는데, 이는 교과서 읽기 지문이 문어적 특징을 지녔음을 보여준다. 한편, 중학교 교과서의 고빈도 어휘 뭉치 유형이 고등학교 교과 서에서 나타나지 않는 경우가 있었고, 원어민 코퍼스에서 빈도 높게 쓰인 표현이 교과서에서는 쓰이지 않은 경우와 원어민들의 사용 빈도에 비해 교과서에서의 사용 빈도가 지나치게 높은 어휘 뭉치도 있었다. 이는 영어 학습자들이 영어를 이해하고 표현하는 의사소통 능력을 꾸준히 향상시 킬 수 있도록 어휘와 어휘 뭉치 표현이 학년별, 학교급별 연계와 위계를 고려하여 반복적으로 접할 수 있도록 나선형으로 제시될 필요가 있으며, 실제 의사소통 상황에서의 활용 빈도와 중요도를 고려한 어휘 뭉치를 교과서에서 균형적으로 다룰 필요가 있다는 것을 시사한다.

This article presents a lexical-constructional analysis of the get-passive in English (e.g. Ed got fired). Drawing on standard arguments and evidence, it is argued that the passive is a family of constructions, from idiomatic through two productive types, which are either causative or non-causative. The article proposes an analysis of those three constructions as lexical items. While the idiomatic type is fully listed in the lexicon with a single meaning, the two productive types are templates that are stored in the component with passive get and a constructional meaning. The proposed analysis also has some advantages over previous studies.