중학교 국어 교과서의 어휘 분포 연구 : 1학년 읽기 영역을 대상으로

다국어 초록 (Multilingual Abstract)

Abstract
As for the uniqueness of the Seventh Curriculum of Department of Korean Language, it classifies each grade as the 7th, 8th, and 9th grade(the 1st, 2nd, and 3rd grade in the middle schools) by introduction of curriculum for each level and of national common basic curriculum. The Korean Language Textbook in the Seventh Curriculum is classified as two fields; one is Korean Language and another is Living Korean Language. The Korean Language is the main text of the schools and deals with reading and literature, and the Living Korean Language is the auxiliary textbook and deals with speaking, listening, writing, and knowledge of Korean Language.
Our vocabulary system has diversified and expanded because our life has variously diversified and expanded. Thus, in the Seventh Curriculum, new textbooks were edited by this diversified life. It is meaningful to research what kind of vocabulary is being used in Korean Language Textbook because Korean Language Education is for practical language ability education mainly by textbooks.
In the case of Korea, we have limit on educational vocabulary in the school education because the basic vocabulary was not established. In this situation, the purpose of this study is to research on the vocabulary distribution in Korean Language Textbook in the Middle Schools of the Seventh Curriculum as well as the character of vocabulary used in the textbooks, and to research on the real situation and problems.
In this study, it was researched on all vocabulary of reading subject of Korean Language Textbook of the first and second semester of the first grade of the middle schools in the Seventh Curriculum and classified as words, language type, coinage, letter, syllable, frequency, and meaning, and researched on communication vocabulary distribution as well, after studying basic theories on vocabulary.
Through the results of this study as above, several tasks can be suggested as follows.
Above all, what we urgently need is to officially decide list of basic vocabulary. There are many kinds of basic vocabulary lists, but has not officially decided yet. If we officially decide basic vocabulary list through more detailed research, it can be useful in many fields, in addition to vocabulary education.
Next is about editing of the textbooks. The editing of the textbooks is just the direction of vocabulary education since it leads the kinds of vocabulary intensively by the articles it has. Once basic vocabulary is decided, textbooks should be edited to reflect it on the regular curriculum. For instance, plans should be made to directly use it to increase their vocabulary by showing new words on each chapter or by deciding and teaching necessary vocabulary for each grade.
The vocabulary is adapted in each grade and each subject. And we meet them through our whole social life after school. Thinking again whether we didn't postpone our vocabulary education neglecting the vocabulary or making many reasons in spite that we recognize the importance of it, thus we need to have more practical vocabulary education.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구 목적 1
• 2. 선행 연구의 검토 3
• 3. 연구 범위 및 방법 5
• Ⅱ. 어휘에 관한 예비적 논의 9
• 1. 어휘 지도의 필요성과 국어 어휘의 특성 9
• 2. 어휘 교육과 국어 교과서 11
• 3. 어휘 지도의 내용과 방법 14
• Ⅲ. 교과서 어휘 분석 18
• 1. 품사별 분포 19
• 2. 어종별 분포 22
• 3. 조어별 분포 27
• 4. 음절별 분포 30
• 5. 자모별 분포 35
• 6. 빈도별 분포 38
• 7. 의미별 분포 44
• 8. 통신 어휘 분포 46
• Ⅳ. 결론 50
• ◈ 참고문헌 53
• 부록 - 중학교 1학년 1․2학기 국어 읽기 영역 어휘 배열 57