Research Trends in Childhood English Education in Korea: Focus on Academic Journal Abstracts from 2011 to 2020 = 한국의 아동 영어교육 연구 동향: 2011년부터 2020년까지의 학술지 초록을 중심으로

다국어 초록 (Multilingual Abstract)

This study analyzes general research trends and genres of academic journal abstracts (AJAs) in children's English education (CEE) published in Korea over the past 10 years. In Korea, English education for children has undergone significant changes in the classroom and in academia, and these changes have attracted much interest by researchers (Lee, 2020). Therefore, it is essential to review and consider the studies conducted so far before focusing on current concerns and future directions for CEE. In addition, this research focuses on the academic discourse characteristics of the AJAs. Since the purpose of the abstract is to provide the reader with accurate and concise information on research results and new information (Ko, 2010), taking a closer look at AJAs in CEE will be worthwhile. This study analyzed English abstracts to determine the academic characteristics of CEE in Korea.
To this end, papers related to children’s English education published from 2011 to 2020 were collected and constructed as a corpus. The final selection yielded 1,479 papers based on the research eligibility criteria. The abstracts were analyzed in detail to identify research trends by dividing them into quantitative changes, research methods, topics, and the research participants. For the credibility of the study, two researchers who majored in English education reviewed the classification for accuracy, and the validity of the classification was secured after collecting opinions. Based on the classification, text-mining analysis was performed using the R program to examine the trends of keywords appearing in the abstracts of the journals by year, method, and topic. Next, to examine the genre characteristics of CEE journals, Swales(1990)’ IMRD (Introduction, Method, Results, and Discussion) framework was used to analyze rhetorical structures, and TAACO (Tool for the Automatic Analysis of Cohesion) - using givenness, sentence overlap, and connectives index - was used to analyze cohesion.
In Korea, research on CEE has been conducted steadily, and the number of studies tends to increase every 5 years, so the number of studies was the highest in 2015 and 2020. The most used research methods were quantitative methods; however, many mixed-methods studies have also been done, showing interest in qualitative research methods. In addition, the number of studies using other methods such as corpus and textbook analysis has increased rapidly since 2019. From preschoolers to elementary school students, the most commonly studied group has been 6th-grade students, and the least studied have been 1st and 2nd graders. In addition, in-service teachers have accounted for the largest number of adult study participants.
As a result of analyzing keywords through text-mining, each characteristic appeared as a word depending on the criteria used to classify the CEE corpus. In the entire corpus, “student,” “study,” “teacher,” “learn,” and “school” were the keywords appearing with high frequency. Because the research object was constructed for the abstracts of articles in academic journals, academic terms also appeared as high-frequency keywords. TF-IDF is a unique word that appears only in certain documents. Interestingly, words such as “survey,” “provide,” “present,” and “aim” did not appear in TF, but did appear in TF-IDF. The N-gram word that appeared the most was “elementary school,” which shows that English education and research are mainly conducted in Korea.
A total of 36 move structures appeared in the AJAs in CEE, and the structures that appeared the most were I-M-R-D, I-M-R, I-R-D, and M-R-D, in that order. In particular, 66% of the constructed corpus consisted of I-M-R-D moves. Moreover, it was commonly seen that there were no discussion moves in the abstracts; however, there was a tendency to replace discussion moves with brief academic phrases. When analyzed by research method, I-M-R-D was the most common in the mixed-methods corpus (71.2%) and the least common in the theoretical method corpus (28.2%). I-M-R-D was the most common when analyzed by topic, at 68.7% in teacher factors. This analysis confirmed that the composition of the move is affected by the research method used and what the topic was written on.
As a result of analyzing the overlap of nouns/pronouns between the preceding information indicator and adjacent sentences in the study, the same content words repeatedly appear in the abstract. Therefore, it can be said that the abstract of the CEE journals suggests key concepts and leads the discussion based on understanding and knowledge. Although there was no significant difference in the use of connectives by year, it was confirmed that the causal connectives tended to decrease over time. When analyzed by research method and topic corpus, cohesion using pronouns was high in the qualitative method and abstracts related to the teacher factor topic. The cohesion through the use of repeated content lemmas was high in the abstract related to the quantitative method and learner factor topic. In addition, it was confirmed that the use of logical connectives was highly measured in abstracts related to the theoretical method and the instructional factor topic, so it was confirmed that the strategies of using the cohesive index were different for each research method and topic.
In this study, the content trends of CEE research conducted over the past 10 years and the characteristics of academic discourse features were analyzed by various aspects. Through this study, the research of CEE in Korea has developed by dealing with various research methods and topics, and that the study of teaching media has developed rapidly by reflecting the flow of changing society. In addition, the keywords of the abstract were analyzed using text mining, but there is a limitation in that this study included only research journals with English abstracts. Finally, the study results were derived by using a lot of data in the field of English education, analyzing the rhetorical structures and cohesion of abstracts using IMRD move and TAACO. The results of this study are expected to provide further support to CEE researchers for the qualitative and quantitative growth of education and future study.

국문 초록 (Abstract)

본 연구는 10년 동안 한국에서 출간된 아동 영어교육 학술지의 종합적인 연구 동향 및 초록의 장르 분석을 목적으로 한다. 한국에서 아동 영어교육은 현장과 학계에서 많은 관심 속에 의미 있는 변화를 겪어왔다(이창희, 2020). 이에 본 연구자는 현재의 아동 영어교육에 대한 고민과 앞으로의 방향을 설정하기에 앞서, 지금까지 수행 되어온 연구들을 되짚어 보고 고찰하는 것이 중요하다고 판단하였다. 또한, 연구 분석 대상인 학술지의 초록이 갖는 학술 담화적 특징에 주목하였다. 초록은 독자에게 연구 결과와 새로운 정보에 대한 내용을 정확하고 간결하게 제공하는 목적을 가지고 있기 때문에(고수원, 2010), 한국의 아동 영어교육 연구에 대해 자세히 들여다 보는데 적합하다고 판단하였다. 그리고 영문 초록은 학술지에서 중요한 역할을 하기 때문에, 한국의 아동 영어교육 학자들이 갖는 학술적 특징을 살펴볼 수 있다는 점에서 분석할 가치가 있다고 판단하였다.
이를 위해 2011년부터 2020년까지 출판된 아동 영어교육 관련 논문을 수집해 코퍼스로 구축하였다. 연구 적격성 기준을 통해 1,479개의 논문을 최종 선별하였으며 연구 동향 파악을 위해 양적 변화, 연구 주제, 방법, 연구 참여자 현황으로 나누어 상세히 알아보았다. 이때 분류의 정확성을 위해 영어교육학을 전공한 2인의 연구자가 검토하였고 의견수렴을 거쳐 분류의 타당성을 확보했다. 그리고 분류를 토대로 연도별, 연구 방법별, 연구 주제별로 학술지 초록에 나타난 키워드의 동향 추이를 살펴보기 위해 R을 사용해 텍스트마이닝 분석을 수행했다. 다음으로 아동 영어교육 학술지의 장르 특징을 알아보기 위해, IMRD(Swales, 1990) 무브(move)와 TAACO의 선행정보, 문장 중복 그리고 접속사 지표를 활용해 응집성을 분석했다.
한국에서 아동 영어교육 연구는 꾸준히 수행되어 오고 있었다. 5년마다 연구의 수가 증가하는 경향을 보이며 2015년과 2020년에 연구의 수가 가장 많았다. 가장 많이 사용된 연구 방법은 양적 연구 방법이었으며 혼합 연구 방법도 많이 이루어져 왔다. 이는 연구자들이 질적 연구 방법의 중요성에 입각해 다양한 연구 방법을 통해 연구를 수행한 결과로 볼 수 있다. 이외에도 코퍼스나 교재 분석과 같은 기타 연구 방법을 사용한 연구가 2019년부터 급격히 많아진 것을 확인하였다. 미취학 아동부터 초등학생을 통틀어 연구 참여자들은 6학년 학생들이 가장 많았으며 1, 2학년이 가장 적었다. 그리고 성인 연구 참여자로는 현직 교사가 가장 많은 것으로 나타났다.
연구의 키워드를 텍스트마이닝을 통해 분석한 결과, 아동 영어교육 코퍼스를 어떤 기준으로 분류해서 분석하느냐에 따라 각각의 특징이 단어로 나타났다. 전체 코퍼스에서 “student”, “study”, “teacher”, “learn”, “school”이 고빈도 키워드 였다. 그리고 연구 대상인 코퍼스가 학술지 초록을 대상으로 구축했기 때문에 학술적 용어들도 고빈도 키워드로 많이 등장했다. TF-IDF는 특정 문서에서만 등장하는 고유한 단어인데 흥미로운 것은 ‘survey, provide, present, aim’과 같은 단어들이 TF에는 등장하지 않았지만 TF-IDF에는 등장했다. 다음으로 가장 많이 등장한 N-gram words는 ‘elementary school’이었는데 이와 같은 단어는 한국에서 영어교육과 연구가 주로 이루어지고 있는 장소가 학교라는 것을 보여준다. 그리고 방법별로 분석했을 때, 연구 방법의 특성이 키워드로 나타났는데 혼합연구방법에서는 다른 연구 방법과 중복되는 키워드가 많았고 고유한 키워드는 나타나지 않았다.
아동 영어교육 학술지의 초록에서는 총 36개의 수사 구조가 등장했으며 가장 많이 나타난 수사 구조는 I-M-R-D, I-M-R, I-R-D, M-R-D 순이다. 특히, 구축된 코퍼스의 66%는 I-M-R-D 무브였는데, 실제 논의 무브는 없거나 간략한 학술적인 문구로 대체되는 경향이 있다는 것을 확인하였다. 연구 방법별로 분석했을 때, 혼합 연구 방법(71.2%)에서 I-M-R-D가 가장 많았으며 이론적 연구 방법(28.2%)에서 가장 적었다. 주제별로 분석했을 때, 교사 요인 주제에서 I-M-R-D가 68.7%로 가장 많았다. 그리고 가장 많은 수사 구조로 초록을 작성한 주제는 교수 매체 요인 주제였는데, 총 26개의 수사 구조가 나타났다. 이 분석을 통해 학술지에 게재된 초록은 연구자가 어떤 연구 방법을 사용하고 어떤 주제에 대한 초록을 작성하는 지에 따라 무브의 구성이 다르게 나타난다는 것을 확인할 수 있었다.
다음으로 초록은 개념을 제시하며 새로운 상황에 개념을 적용한 결과를 제시하는 글인데, 연구에서 선행정보 지표와 인접 문장 간의 명사/대명사의 중복을 분석한 결과, 초록에서 같은 어휘들이 지속적으로 반복해서 나타나는 경향을 보였다. 이에 아동 영어교육 학술지의 초록은 핵심 개념을 제시하고 이에 대한 이해와 지식을 바탕으로 논의를 이끈다고 할 수 있다. 그리고 접속사 사용은 연도별로 큰 차이가 나타나지 않았지만, 인과 관계의 접속사는 시간이 지날수록 줄어드는 경향을 확인하였다. 또한, 연구 방법 및 주제별로 분석했을 때, 대명사를 사용한 응집성은 질적 연구 방법과 교사 요인 주제와 관련한 초록에서 높게 측정되었으며 반복되는 내용 어휘 사용을 통한 응집성은 양적 연구 방법과 학습자 요인 주제와 관련한 초록에서 높이 측정되었다. 그리고 이론적 연구 방법과 교수 매체 요인 주제와 관련한 초록은 논리 접속사의 사용이 높이 측정되어 연구 방법별, 주제별로 응집성 지표를 사용하는 전략이 다르다는 것을 확인하였다.
본 연구에서는 최근 10년 동안 수행된 아동 영어교육 연구의 내용적 동향과 학술 담화의 특징을 분석해 다각적인 측면으로 살펴보았다. 본 연구를 통해 한국의 아동 영어교육 연구는 다양한 연구 방법과 주제를 다루며 발전해 왔고 시대의 흐름을 반영해 교수 매체 연구가 급격히 발달해 왔음을 밝혔다. 그리고 텍스트마이닝을 활용해 초록의 키워드를 분석하였으나, 영문 초록이 있는 연구만을 대상으로 했기 때문에 한국의 아동 영어교육 연구를 모두 포함했다고 보기 어려운 한계점이 있다. 마지막으로 본 연구는 IMRD 무브와 TAACO를 사용해 초록의 수사 구조와 응집성을 분석했다. 향후, 아동 영어교육 연구자들이 본 연구의 결과를 발판삼아 질적·양적으로 아동 영어교육 분야가 성장하는 데 활용되기를 기대한다.

목차 (Table of Contents)

• Ⅰ. Introduction 1
• Ⅱ. Literature Review 6
• 1. Childhood English Education in Korea 6
• A. Research Trend 7
• B. Text-mining Analysis 14
• 2. Academic Discourse Analysis 18
• A. Move Analysis 19
• B. Cohesion Analysis 25
• Ⅲ. Research Methodology 30
• 1. Data Collection Procedure 31
• A. Construction 31
• B. Classification 36
• 1) Method 36
• 2) Topic 39
• 2. Data Analysis 42
• A. Bibliometric Analysis 42
• B. Text-mining Analysis 43
• 1) TF (Term Frequency) 43
• 2) TF-IDF (Term Frequency-Inverse Document Frequency) 43
• 3) N-gram Words 44
• C. Move Analysis 45
• D. Cohesion Analysis 46
• 1) TACCO 47
• a) Givenness 48
• b) Sentence Overlap 48
• c) Connectives 49
• 2) Statistical Method 49
• Ⅳ. Results and Discussion 51
• 1. Content Trends 51
• A. Bibliometric Analysis 51
• 1) Publication Trend 51
• 2) Method Trend 55
• 3) Topic Trend 58
• 4) Participant Trend 63
• a) Student Participants 63
• b) Adult Participants 67
• B. Text-mining Analysis 70
• 1) Year 70
• a) TF 70
• b) TF-IDF 73
• c) N-gram Words 76
• 2) Method 79
• a) TF 79
• b) TF-IDF 82
• c) N-gram Words 85
• 3) Topic 87
• a) TF 88
• b) TF-IDF 90
• c) N-gram Words 93
• 2. Academic Discourse Analysis 96
• A. Move Analysis 96
• 1) Frequency of IMRD 96
• 2) Year 100
• 3) Method 104
• 4) Topic 107
• B. Cohesion Analysis 110
• 1) Year 110
• a) Givenness 110
• b) Sentence Overlap 114
• c) Connectives 116
• 2) Method 118
• a) Givenness 118
• b) Sentence Overlap 121
• c) Connectives 123
• 3) Topic 126
• a) Givenness 126
• b) Sentence Overlap 129
• c) Connectives 132
• Ⅴ. Conclusion 135
• 1. Summary 135
• 2. Implications and Suggestions 140
• References 142
• Abstract in Korean 163
• Appendix 167

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