고등학교 영어 교과서에 나타난 명사 연어에 대한 코퍼스에 기반한 분석

다국어 초록 (Multilingual Abstract)

Recently, there has been an approach, called the “Lexical Approach”, in which Lewis argues that “Language consists not of traditional grammar and vocabulary but often if multi-word prefabricated chunks.”
According to this Lexical Approach, language learning is essentially a process of item learning, as opposed to rule learning. Thanks to the advances in corpus studies, it is possible for us to have access to a huge database of the language that native speakers actually use, and to focus on collocations of lexical units.
This study aims to describe and analyze the collocations which are presented as high-frequency noun collocations in passages in the high school English textbooks. In addition, this study compares the results with the findings of Longman Dictionary of Contemporary English(LDOCE) based on British National Corpus(BNC) and Longman Lancaster Corpus(LLC). The survey focuses on finding out if passages in the high school English textbooks reflect the authentic collocations compared to LDOCE.
In this study, the analysis of passages in the high school English textbooks was implemented by the concordance of WordSmith Tools 4.0, one of the computer corpus application programs. The results of this study are as follows:
First, in half of analyzed nouns, the most frequent collocation type in LDOCE are used in the high school textbook. This is desirable in that Korean students can learn patterns which native speakers actually are using. But in the rest of analyzed nouns, not only order of frequency but also number of appearances is discordant with each other. Furthermore, collocations are centered in special things and not presented variously. Therefore, various expressions are required to be announced in the passages in the high school English textbooks so that learners can experience enough input to use them successfully.
Second, collocations in the high school English textbooks used less than those in LDOCE. So it is very useful to teach students English vocabulary showing high frequency in LDOCE.
The results of this analysis give us some implications for English vocabulary teaching.
First, it is necessary that high-frequency nouns, having a variety of collocations, be given more attention and be further invested into. In addition, those collocations could be taught more effectively through the purely paired-translation method of teaching vocabulary. Lastly, it is desirable that a teacher needs to reorganize his or her lesson plan especially about collocation teaching based on students' grade, level, and the curriculum using the corpus program.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1.1 연구의 목적 및 필요성 1
• 1.2 연구의 제한점 3
• Ⅱ. 이론적 배경 4
• 2.1 교육과정의 영어 어휘 교육 4
• 2.2 어휘접근법 6
• 2.3 연어의 정의 및 특성 7
• 2.4 코퍼스와 코퍼스 언어학 16
• 2.5 선행 연구 18
• Ⅲ. 분석 대상 및 방법 22
• 3.1 분석 대상 22
• 3.2 분석 도구 및 방법 23
• 3.3 분석 명사 24
• Ⅳ. 분석 결과 26
• 4.1 교과서에 20회 이상 출현 명사 26
• 4.2 교과서에서 20회 미만 10회 이상 출현 명사 42
• Ⅴ. 결론 및 제언 47
• 참 고 문 헌 50
• ABSTRACT 53