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

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.

코퍼스에 기반한 중학교 1학년 개정 영어교과서 듣기자료 비교 분석

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

Coh-Metrix 시스템을 활용한 고등학교 영어 모의고사 읽기 지문의 학년 간 연계성 분석

류지수(Jisu Ryu),전문기(Moongee Jeon) 한국영어어문교육학회 2023 영어어문교육 Vol.29 No.2

The main objective of this study was to analyze the continuity of reading passages in high school English mock College Scholastic Ability Test (CAST) exams using Coh-Metrix, a multi-level text analysis tool. To achieve this, the study constructed a corpus of reading passages from the 2022 high school English mock exams and subjected them to a broad range of Coh-Metrix measures. These measures included basic measures (the number of words, the number of sentences, average word length, average sentence length), word frequencies (word frequencies for content words), word features (imageability, concreteness, age of acquisition, familiarity), lexical diversity measures (type-token ratios for content words), personal pronouns (first person pronouns, second person pronouns, third person pronouns), connectives, readability indices (Flesch Reading Ease, Flesch-Kincaid Grade Level), syntactic complexity (noun density scores, the number of words before main verbs), coreference cohesion measures, and semantic cohesion measures. The main results revealed that the continuity of high school English mock tests was well established for average word and sentence length measures, the average number of words, word frequencies, word familiarity, second person pronouns, standard readability indices, and syntactic complexity measures. These findings have implications for the development of reading passages in high school English mock exams.

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.

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.

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.-

영어 텍스트 유형이 한국인 대학생의 영어 요약문에 미치는 영향

최윤희(Choe, Yoonhee),류지수(Jisu Ryu),전문기(Moongee Jeon) 언어과학회 2020 언어과학연구 Vol.0 No.95

This study aims to investigate the extent to which source texts’ types affect Korean EFL college learners’ summary writings in terms of lexical, sentential, and discourse-level features. About 51 summary writings of three genres (cause/effect and comparison/contrast expository texts and argumentative texts) were collected and analyzed using a computational assessment tool, Coh-Metrix. The results show that the participants’ summary writings in the three different text types were statistically different according to their lexical-level (the mean word length, word frequency, imageability, concreteness, the third person pronouns), sentential-level (the mean sentence length, causal connectives, temporal connectives, noun density, FRE, FKGL), and discourse-level (type-token ratio, LSA cosines for all and adjacent sentences) features. This study provides some pedagogical implications for teaching various types of English summary writings.

중학교 국어교과서에 제시된 글의 장르 특성 비교 분석

류지수(Jisu Ryu),최정은(Jungeun Choi),전문기(Moongee Jeon) 한국자료분석학회 2020 Journal of the Korean Data Analysis Society Vol.22 No.5

본 논문은 한국어 텍스트 분석 프로그램인 Auto-Kohesion 시스템을 활용하여 2015년 개정 교육과정에 의해 새롭게 개발되어 현재 학교 수업 현장에서 사용되는 중학교 국어교과서에 포함된 세 장르(논설문, 설명문, 서사문)의 언어적 특성 차이를 비교 분석하였다. 본 연구에서 선택된 Auto-Kohesion 시스템의 측정치 목록은 텍스트 표층 구조(어절수, 문장수, 평균어절 길이, 평균문장 길이, 텍스트 구조 분석), 어휘정보 측정치(전체 어휘에 대한 단어빈도수, 내용어에 대한 단어 빈도수, 전체 어휘에 대한 대수변환 단어빈도수, 내용어에 대한 대수변환 단어빈도수, 타입-토큰 비율), 문장 정합성 측정치(인접된 문장 간 명사 반복 측정치, 전체 문장 간 명사 반복 측정치), 문장 통사 구조 측정치(수식언 비율, 문장성분 비율), 대명사 측정치(전체 대명사, 1인칭 대명사, 2인칭 대명사, 3인칭 대명사), 문장 연결어(전체 접속사, 인과적 접속사, 부가적 접속사) 측정치를 포함하였다. 분석 결과, 세 장르는 텍스트 표층 구조 측정치, 어휘정보 측정치, 문장 정합성 측정치, 문장 통사 구조 측정치, 대명사 측정치, 전체 접속사, 인과적 접속사 측정치에 대해 통계적으로 유의미한 차이를 보였다. 반면에 부가적 접속사 측정치에 대해서는 유의미한 차이가 발견되지 않았다. 요약하면, 세 장르는 다양한 유형의 언어적 및 심리언어적 측정치에 대해 유의한 차이를 보였다. 이러한 본 논문의 결과는 국어교과서에 수록될 장르의 구성 및 국어수업에 유용하게 적용될 수 있는 교육학적 함의점을 제의한다. This study aims to investigate for the genre characteristics of texts (argumentative vs. expository vs. narrative texts) included in middle school Korean textbooks revised by the 2015 national curriculum using Auto-Kohesion, a Korean text analysis tool designed to analyze diverse types of Korean texts by a wide range of linguistic and psycholinguistic indices on cohesion, readability, syntactic complexity, and word features. The measures selected for the current study consisted of text surface structure measures, word information measures, co-reference cohesion, syntactic structure measures, pronoun incidence scores, and connective incidence scores. The findings of the study showed that there were significant differences among three genres for the text surface structure, word information, co-reference cohesion, syntactic structure, pronouns, causal connectives, and all connectives. No significant difference, however, was found for the additive connectives. In summary, the three genres showed significant differences for various types of linguistic and psycholinguistic measures. The results of the current study suggest the pedagogical implications for the composition of genres in Korean textbooks and Korean language learning.

한국어 분석 도구를 활용한 국어교과서 텍스트의 장르 비교 분석

류지수(Jisu Ryu),이향원(Hyangwon Lee),전문기(Moongee Jeon) 한국응용언어학회 2020 응용 언어학 Vol.36 No.4

This study aimed to investigate the characteristics of three different genres, including argumentative, expository, and narrative texts that were selected from high school Korean textbooks revised by the 2015 National Curriculum with Auto-Kohesion, a Korean text analysis tool. The indices used for the current study included basic measures (the number of words, the number of sentences, the average sentence length, the average word length), word frequency (word frequency for contents words and all words), lexical diversity (type-token ratio for content words), personal pronouns (the first person pronouns, the second person pronouns, the third person pronouns, all pronouns), connectives (causal, additive, and all connectives), syntactic complexity (the ratio of modifiers, the ratio of constituents), and reference cohesion measures. The analysis demonstrated that the argumentative and expository texts were not significantly different in all measures. However, the differences between the two genres versus narratives were substantial; a greater use of personal pronouns and lower frequency words as well as more words and sentences was identified in the narrative texts, whereas the argumentative and expository texts included the higher text cohesion and the sentence constituent ratio along with the longer average words and sentences. The argumentative texts have been shown to include more personal pronouns than the other two genres. The current study provides some implications for designing Korean textbooks and analyzing the characteristics of different genres.