The present study aims to compare teacher talk and the course book used as a source of vocabulary input. For the research purpose, part of Yenny Corpus (Kwon, 2013) was used to analyze the vocabulary content of the two input sources. Yenny Corpus consists of a total of 247,398 words collected from EFL classes of four native and five non-native university lecturers. In this study, however, the data of 1,416 words by the native teachers and 1,651 words by the non-native teachers with their course book scripts were used. To analyze the quantity and quality of the vocabulary use (e.g., level, diversity) of the two input sources, some representative word lists such as BNC-COCA 25,000 word family list topped on Range Program (Heatley & Nation, 2002) were applied. The results show that the teachers (including both native and non-native teachers) orally provide 8,090 word types while their course books introduce 4,713. The non-native teachers provide a little more vocabulary input compared with the native teachers’ talk. In addition, the level of the vocabulary provided by the non-native teachers seems more appropriate for their students’ vocabulary ability. Nevertheless, in order to generalize the findings further research is needed in different settings.

I. 연구목적
 II. 이론적 배경 및 선행연구
 III. 연구 방법
  1. 연구 대상
  2. 분석 도구
 IV. 결과 및 논의
  1. 비원어민/원어민 교사 코퍼스와 교재 코퍼스의 어휘 사용 비교
  2. 비원어민 교사와 원어민 교사 코퍼스에서 나타난 어휘 사용의 특성 비교
 V. 결론
 참고문헌

• 신동광(광주교육대학교) | Shin Dong Kwang