This paper analyses the lexical verbs in the guided word list of the 2015 Revised English Curriculum and high school English textbooks on the basis of the high frequency 200 lexical verbs extracted from the core academic words in the Corpus of Contemporary American English [COCA]. Lexical verbs are key words in determining sentence structures and meanings. In particular, this research focuses on academic verbs the knowledge of which is important for EFL learners’ academic achievement. The following questions are dealt with in this paper: 1) What changes occur in the distribution of high frequency core academic verbs in the guided word list? 2) Which verbs are classified as career development and technical words? 3) What are the properties of the academic verbs used in the high school textbooks of <English>, <English I> and <English II> in terms of frequency? and 4) With regard to EFL learners’ vocabulary learning, why should we be concerned with academic verbs classified as elementary-level words? The findings reveal that 35% of the 200 core academic verbs are used in the series of high school English textbooks, which means that a thorough learning of the general lexical verbs is important from a pedagogical perspective in the EFL situation. Furthermore, a diverse use of more core academic verbs is required in high school English textbooks.

I. 서론
II. 이론적 배경
III. 연구 방법
    1. 연구 자료
    2. 분석 방법
IV. 연구 결과 및 논의
    1. COCA 핵심학업동사에 근거한 2015 개정 교육과정 기본어휘목록의 학업동사 분석
    2. 고등학교 영어 교과서 분석
V. 결론 및 제언
참고문헌

• 이경남(강원대학교 영어교육과) | Lee Kyoung-Nam