코메트릭스(Coh-metrix)를 이용한 중학교 1학년 개정 영어 교과서의 코퍼스 언어학적 비교 분석

전문기(Jeon, Moongee),임인재(Lim, INjae) 팬코리아영어교육학회(구 영남영어교육학회) 2009 영어교육연구 Vol.21 No.4

We analyzed eight popular first grade middle school English textbooks with Coh-Metrix, and automated Web-based software tool designed to evaluate text and discourse based on many linguistic and psycholinguistic measures For this, we created a corpus which consists of 101 Unicode text files These text files contained reading materials presented in eight middle school English textbooks Coh-Metrix was applied to investigate differences among the textbooks and differences among the chapters of each textbook in terms of some representative Coh-Metrix measures selected for this study Our findings showed that there were differences among the textbooks in the basic count, word frequency, readability, syntactic complexity, lexical diversity, co-referential coherence, and semantic coherence measures There were also differences among the chapters of each textbook in those Coh-Metrix measures Our findings imply more systematic criteria as well as practical evaluation measures are needed for the design of school English textbooks, they can serve as specific guidelines for textbook writers and later help English teachers select the most appropriate teaching materials for their teaching context

A Corpus-Based Analysis of Inflectional and Periphrastic Comparatives in English Disyllabic Adjectives

Hana Park,Moongee Jeon 팬코리아영어교육학회 2011 영어교육연구 Vol.23 No.1

This study investigated comparative forms of English disyllabic adjectives which alternate between inflectional (-er) and periphrastic (more + Adjective) forms in order to determine what features explain actual usage based on two large-scale corpora. The corpora used in the current study consisted of the 1,000,000-word Brown Corpus of Standard American English and the 12,000,000-word TASA (Touchstone Applied Science Associates) corpus. Specifically, this study examined the occurrences of 30 disyllabic adjectives selected for the frequency of their appearance in recent grammar books. Our findings showed that vowel and syllabic /l/ endings significantly favored inflection (e.g., simpler rather than more simple), whereas consonant endings favored periphrasis (e.g., more common rather than commoner). Among consonant-final adjectives, morphologically complex adjectives tended to be phrasal. This corpus-based study embraces implications of how English usage can change and how the usage can be more effectively taught to non-native speakers of English.

Cross-linguistic Differences of Temporal Information Processing Between L1 and L2 in Narrative Text Comprehension: An Eye-Tracking Study

JungEun Choi,Moongee Jeon 한국영어학회 2021 영어학 Vol.21 No.-

An Analysis of Text Difficulty across Grades in Korean Middle School English Textbooks Using Coh-Metrix

Jisu Ryu,Moongee Jeon 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.3

This study aims to investigate the text difficulty of the reading materials of Korean middle school English textbooks with Coh-Metrix, a software developed by the Institute for Intelligent Systems at the University of Memphis to analyze the linguistic and psycholinguistic features of English text and textbooks with a wide range of indices on cohesion and language. In this study, the textbook corpus consisted of the text files extracted from 13 English textbooks. These files were used for analyzing the text difficulty among grades with Coh-Metrix. The Coh-Metrix indices selected for this study contained basic counts, word frequency, word features, lexical diversity, pronouns, connectives, readability, syntax complexity, syntax similarity, reference cohesion, semantic cohesion, and situation model measures. The results showed that there were significant differences among grades for basic counts, word features, first pronouns, causal and temporal connectives, readability, reference and semantic cohesion, the number of words before main verbs, syntactic similarity, and situation model measures. The differences among grades, however, were not significant for word frequency, lexical diversity, second and third person pronouns, additive connectives, and NP density measures. The findings have educational implications for textbook design and language learning for English learners.

Analyzing the Effects of Lexical Indices on Chinese EFL Students’ English Writing Proficiency

Jian Yu,Moongee Jeon 언어과학회 2019 언어과학연구 Vol.0 No.88

The purpose of this study is to explore the effects of lexical measures on Chinese EFL students" English writing proficiency. To achieve this goal, a corpus of English argumentative essays written by Chinese EFL learners which contained writing scores by an automatic grading computer system was constructed. For this study, various lexical indices were generated through computer tools, then regression analyses were performed to examine the effects of these measures on Chinese EFL students" essay scores. Specifically, regression analyses with the lexical indices as predictor variables and the student essay score as the response variable were conducted. The results showed that a total of ten lexical measures had significant effects on the students" essay scores. The findings not only confirm results from previous studies but also have important pedagogic implications for EFL classroom education.

Coh-Metrix 프로그램을 활용한 2015년 개정 교육과정 중학교 1학년 영어 교과서 비교 분석

류지수(Ryu, Jisu),전문기(Jeon, Moongee) 한국영어학회 2020 영어학 Vol.20 No.-

코퍼스에 기반한 중학교 1학년 개정 영어교과서 듣기자료 비교 분석

임인재(Lim, Injae),전문기(Jeon, Moongee) 한국영어학회 2013 영어학 Vol.13 No.1

과학교과서의 학년 간 언어적 특성 분석 -텍스트 정합성을 중심으로-

류지수 ( Jisu Ryu ),전문기 ( Moongee Jeon ) 한국과학교육학회 2021 한국과학교육학회지 Vol.41 No.2

교과서를 통한 학습의 효율성을 최대화하기 위해서는 교과서에 수록된 텍스트 특성이 예상된 학습자의 특성(i.e., 언어적 및 인지적 능력, 배경지식 수준)에 따라 체계적으로 조절되어야 한다. 이에 따라 현재 연구에서는 과학교과서 개발에 이러한 체계적인 원칙이 반영되어 있는지를 알아보기 위하여 중학교 1, 2, 3학년 과학교과서의 학년간 언어적 특성을 비교 분석하였다. 구체적으로 한국어 분석 프로그램인 Auto-Kohesion 시스템을 활용하여 기존 텍스트 분석 연구에 많이 활용되었던 텍스트 표층 구조 측정치, 어휘 관련 측정치, 통사적 복잡성 측정치와 같은 피상적 측정치에 더하여 여러 정합성 관련 측정치(e.g., 명사 반복, 접속사, 대명사)를 분석하였다. 주요 분석 결과, 대체로 어절 및 문장 길이, 어휘 빈도와 같은 피상적으로 두드러지는 특성에 대해서는 학년이 증가함에 따라 텍스트 복잡도가 상승하는 방향으로 단계적으로 조절이 이루어졌지만, 그 외의 많은 언어적 특질에 대해서는 체계적으로 조절되지 않은 것으로 나타났다. 특히 여러 정합성 측정치들이 교과서 개발 과정에서 충분히 고려되지 않은 것으로 시사되었다. 이러한 결과는 저학년 학습자들이 교과서를 사용할 때 발달 단계에 맞지 않는 어려운 텍스트를 접할 가능성이 있어서 학습 의욕 및 효율성 저하 현상이 발생할 수 있다는 것을 제시한다. 아울러 고학년 교과서가 고등 교육을 대비하여 더욱 복잡한 텍스트를 처리할 수 있는 능력을 개발시키기 위한 용도로 적절하지 않을 수 있음을 시사한다. 본 연구는, 추후 교과서 개발 과정에서, 예상된 독자특성의 변화에 따라 정합성 측정치를 포함한 여러 언어적 특성이 단계적으로 조절되어야 함을 제안한다. Learning efficiency can be maximized by careful matching of text features to expected reader features (i.e., linguistic and cognitive abilities, and background knowledge). The present study aims to explore whether this systematic principle is reflected in the development of science textbooks. The current study examined science textbook texts on 20 measures provided by Auto-Kohesion, a Korean language analysis tool. In addition to surface-level features (basic counts, word-related measures, syntactic complexity measures) which have been commonly used in previous text analysis studies, the present study included cohesion-related features as well (noun overlap ratios, connectives, pronouns). The main findings demonstrate that the surface measures (e.g., word and sentence length, word frequency) overall increased in complexity with grade levels, whereas the majority of the other measures, particularly cohesion-related measures, did not systematically vary across grade levels. The current results suggest that students of lower grades are expected to experience learning difficulties and lowered motivation due to the challenging texts. Textbooks are also not likely to be suitable for students of higher grades to develop the ability to process difficulty level texts required for higher education. The current study suggests that various text-related features including cohesion-related measures need to be carefully considered in the process of textbook development.

Auto-Kohesion 시스템의 언어적 측정치에 기반한 과학교과서 분석

류지수(Jisu Ryu),전문기(Moongee Jeon) 한국자료분석학회 2021 Journal of the Korean Data Analysis Society Vol.23 No.2

교과서를 통한 학습의 효율성을 극대화하기 위해서는 교과서 텍스트의 특성이 학습자의 발달수준에 맞추어 조절되어야 한다. 동일 학년 내의 학습자의 발달 수준은 일정할 것이라 가정할 때, 동일 학년 내 여러 교과서 간 텍스트 특성에는 유의미한 차이가 없어야 한다. 본 연구는 과학교과서 텍스트에 이러한 원리가 잘 반영되어 있는지를 알아보기 위하여 수행되었다. 먼저, 중학교 1, 2, 3학년 과학교과서 각 5, 5, 4종(총 14종)의 본문 텍스트를 추출하였다. 그 다음, 각 학년별 여러 교과서 간 텍스트 특성에 차이가 있는지를 알아보기 위하여, 한국어 텍스트 분석 프로그램인 Auto-Kohesion 시스템이 제공하는 20개의 언어적 측정치(e.g., 기본 측정치, 어휘 관련 측정치, 통사적 복잡성 측정치 및 정합성 관련 측정치)에 대해 분석하였다. 분석 결과, 모든 학년에 대해 2-3개의 측정치를 제외한 대부분의 측정치에 대해 출판사 간 변이가 유의미하게 나타나지 않았다. 이러한 결과는 동일 학년 내 학습자들이 어떤 교과서를 통해 학습하더라도 학습 효과에는 유의미한 차이가 나타나지 않을 것이라는 점을 시사한다. 본 연구의 결과는 과학교과서 개발 및 효과적인 과학교육 설계에 대한 함의점을 제시한다. Learning outcomes can be determined by the degree to which text features are adjusted to the level of the expected readership. Given that the developmental level of readers within each grade level is expected to be static, text features across textbooks within each grade by different publishers need to be similar. The current study aims to investigate whether this systematic principle is well reflected in science textbooks. For doing so, this study extracts science textbooks for junior high schools of grades 1 to 3 (by 4, 4, 5 different publishers respectively). Then, the textbooks were analyzed on 20 different linguistic measures (e.g., basic measures, lexical measures, syntactic measures, and cohesion-related measures) provided by a Korean text analysis tool, Auto-Kohesion. The major findings showed that the differences among the textbooks by different publishers proved statistically insignificant on the majority of the linguistic measures. These results suggest that learning efficiency is not significantly affected by the choice of the textbooks within each grade level. This study has pedagogical implications for the development for science textbooks and the design of science education.

An Analysis of the Continuity of the Listening Scripts of Middle School English Textbooks with Coh-Metrix

류지수(Jisu Ryu),전문기(Moongee Jeon) 한국영어어문교육학회 2020 영어어문교육 Vol.26 No.3

This study aims to analyze the linguistic continuity of the listening passages of middle school English textbooks revised by the 2015 National Curriculum with Coh-Metrix, a computer system designed to analyze various psycholinguistic features of text corpora. Specifically, a total of 310 listening scripts were constructed to examine the continuity among three grades for 23 Coh-Metrix measures. The measures selected for this study included basic counts (the number of words, the number of sentences, word length, sentence length), word frequency, word features (imageability, concreteness, age of acquisition), lexical diversity (type-token ratio), personal pronouns, connectives (causal connectives, additive connectives, temporal connectives), readability scores (Flesch Reading Ease score, Flesch-Kincaid Grade Level), syntactic complexity, referential cohesion, and semantic cohesion. The results showed that the continuity was appropriately established for the number of words and sentences, sentence length, additive connectives, words before main verbs, Flesch-Kincaid Grade Level, and word features. It, however, was not reflected for word length, word frequency, lexical diversity, noun phrase density, semantic and reference cohesion, causal and temporal connectives, pronouns, and Flesch Reading Ease score. The findings provide several pedagogical implications for the educational policy of National Curriculum and the development of English language teaching materials.