Earticle

초록

영어

This study examines the difficulty of reading text in elementary school English textbooks. Four elementary school English textbook series published by three publishers were evaluated by Word Critical Factor (WCF). WCF considers cognitive demands for word recognition; it assesses the match of linguistic content in the text with the phonetically regular and high-frequency words that are associated with particular stages of reading development. For the analysis, all of the words that appeared in the reading and writing sections from four elementary school English textbooks were analyzed by two criteria, that is, the ratio of high frequency words and phonetically regular words among 100 running words, and the number of unique words in each textbook. The results showed that all four textbooks’ difficulty levels were very high considering the learner’s reading ability. This was due to the textbooks having a low repetition of words and also the complicated vowel patterns that were above the reading abilities of students. All of these factors combined are what have caused the difficulties presented in English textbooks. In conclusion, although the reading text introduces a variety of genres and activities for the development of reading skills, most reading text could not assist the reader’s cognitive processing.

목차

I. 서론
 II. 이론 배경
  1. 입문기의 읽기 텍스트와 어휘 선정
  2. 텍스트 난이도와 읽기 학습
  3. 읽기 난이도와 반복율
 III. 연구 방법
  1. 분석 대상 교과서 및 텍스트 범위
  2. 분석 도구 및 방법
  3. 분석 절차
 IV. 분석 결과 및 논의
  1. 단어 반복율
  2. 어휘 난이도(WCF)
  3. 어휘 음운 구조 분석
 V. 결론
 참고문헌

키워드

저자

• 이윤 [ Lee Yoon | 한국외국어대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405