고등학교 영어 교과서의 코퍼스 기반 연어 분석

Abstract

최근 컴퓨터 기술의 발달에 수반하여 코퍼스에 기반한 언어 연구도 활발히 이루어지고 있다. 이들 중 교과서의 어휘를 분석한 연구들도 많이 찾아 볼 수 있는데, 대부분은 단일 단어를 분석한 것으로 연어를 분석한 국내 연구들은 아직까지는 많지 않다. 더구나, 이들 선행 연구들은 교과서의 일부분만을 분석하거나 특정 유형의 연어만을 연구 대상으로 삼고 있어 한계점이 있다. 본 연구는 이러한 점에 착안하여 실시하게 되었으며, 교과서에 사용된 다빈도 연어들을 조사하고 원어민 코퍼스와 비교함으로써 교과서의 진정성(authenticity)을 검토하고, 이를 통하여 향후 연어 학습과 교재 개발에 시사점을 제공하는 데 그 목적이 있다. 본 연구에서 설정한 구체적인 연구 문제는 다음과 같다. 첫째, 고등학교 영어 1(공통영어) 교과서에 사용된 다빈도 연어들에는 어떠한 것들이 있는가? 둘째, 상기 교과서에 사용된 다빈도 연어들은 어떠한 특징을 갖고 있는가? 셋째, 상기 교과서에 사용된 최다빈도 50개 연어들은 빈도수에 있어서 원어민 코퍼스와 어떻게 상이한가? 넷째, 상기 교과서에 사용된 최다빈도 50개 연어들 중 원어민 코퍼스와 비교하여 쓰임이 상이한 것은 어떠한 것인가? 이러한 연구 문제를 규명하기 위하여, 본 연구는 고등학교 공통영어 교과서 16종의 본문 전체로부터 총 1,441,402개의 단어(token)를 수집하여 코퍼스로 구축한 후, WordSmith 프로그램을 이용하여 다빈도 어휘 연어들(lexical collocations)을 추출하고 그 특징들에 대하여 살펴 보았다. 또한, 교과서가 얼마나 원어민 코퍼스의 다빈도 연어를 반영하고 있는지를 알아보기 위하여, 교과서에 나타난 다빈도 연어 중 상위 50개 연어들을 원어민 코퍼스인 2k Graded Corpus와 비교 분석하였다. 본 연구의 분석 결과는 이하와 같다. 교과서의 다빈도 내용어 41개를 분석한 결과 852개의 다빈도 연어들이 추출되었다. 이들을 중심어와 연어소를 기준으로 분류해 본 결과, 중심어 GOOD, GREAT, TIME, USE, FOOD, NEW, LIFE, SCHOOL, READ, WORLD의 순서로 많은 연어소들과 결합하여 연어를 형성하고 있는 것으로 나타났다. 또한, 교과서에 사용된 다빈도 연어들 중에는 자원봉사 활동(volunteer work), 성적(good grade, get grades), 최신 기술 용어(use cell phone, use computer, use the internet) 등 학습자들의 실생활 및 관심사와 밀접하게 관련된 연어, 그리고 fast food를 비롯하여 junk food, healthy food, spicy food, good food와 같은 건강과 관련된 연어가 많이 사용되었으며, 중심어 TIME의 다빈도 연어 중 spend time, free time, save time, time management, make time, waste time 등의 시간 관리에 관한 연어가 많이 사용된 것을 특징으로 들 수 있다. 한편, 교과서에 사용된 연어들의 유형을 분석해 본 결과, 전체 852 연어에 있어서 명사와 결합한 연어 유형이 가장 많았고, 부사와 결합한 연어 유형이 41개 사용되는 것으로 확인되었는데, 부사 연어들 중에서는 REALLY와 결합하여 형성된 것이 가장 많았다. 교과서의 다빈도 연어들은 전반적으로 학습자들의 일상 생활과 관련된 기초 어휘로 이루어진 것들이 많아 긍정적인 측면이 있으나, 다만 실용 영어의 수준과 비교해 보았을 때 다소 차이가 있어, 보다 고등 수준의 연어들이 제시된다면 더욱 바람직할 것으로 사료된다. 다음으로, 교과서에 나타난 다빈도 연어들 중 최상위 50개 연어를 2k Graded Corpus와 비교 분석한 결과, 두 코퍼스 간에 십만 단어 당 출현하는 단어의 수[per 100,000]가 [10] 이상 차이 나는 연어는 high school, volunteer work, good idea, get ready, school student, fast food, old man, one day, first time의 9개인 것으로 조사되었으며, 교과서의 50위 다빈도 연어들 중 원어민 코퍼스에 있어서는 빈도수 0~4로 매우 적게 사용되고 있는 연어는 volunteer work, school student, fast food, good point, use computer, use expressions, sounds great, see a movie, take order, key words의 10개로 조사되어, 연어의 빈도수에 있어서 두 코퍼스 간에 상당한 차이가 있는 것으로 나타났다. 아울러 연어의 쓰임에 있어서도 one day, eat food, good job 등의 연어에 있어서 상이함이 발견되었다. 이와 같은 본 연구의 분석 결과로부터, 교과서의 다빈도 연어들이 대체로 원어민 코퍼스의 다빈도 연어들과 일치하지 않는다고 결론지을 수 있다. 본 연구자는 본 연구의 분석 결과를 바탕으로 다음과 같이 제언하고자 한다. 먼저, 학생들의 핵심적인 입력(input) 자료인 교과서를 보다 진정성 있는 자료에 가깝게 하기 위해서는 원어민 코퍼스에 많이 사용되는 연어들을 우선적으로 제시할 필요가 있다. 그 중에서도 학습자들이 예측하기 어려운 연어들을 사용한다면, 교사들과 학생들에게 더욱 유익한 자료가 될 뿐만 아니라 의사소통 능력의 향상이라는 목표에도 부합할 것으로 기대되며, 이를 위하여 교과서에 현실적으로 적용 가능한 연어 제시에 대한 지침을 마련한 것을 제언한다. 나아가, 본 연구자는 본 연구를 통하여 연어 학습의 중요성을 충분히 인식하고, 제 2 언어로서 영어를 학습하는 학생들에게 효과적으로 연어를 가르칠 수 있는 교수법으로서 ‘대조 교수법(contrastive instruction)’을 제안한다.|With the development of computer technology, corpus-based language studies have become popular in recent years. There has been lots of research on individual words of textbooks, but analysis on collocations of textbooks are lacking. Moreover, previous research has been limited to interest in analyzing certain parts of textbooks or specific types of collocations and these limitations prompted the researcher to conduct the present study. The purpose of this study is to provide some implications for the method of teaching collocations and materials development by investigating high frequency collocations used in curriculum-based English textbooks and verifying authenticity in comparison with native-speaker corpus. The specific research questions addressed in this study are: 1) What are the high frequency collocations in High School 1 English textbooks? 2) What are the features of the high frequency collocations in the textbooks? 3) How are the fifty most frequent collocations in the textbooks different from native-speaker corpus in terms of frequency? 4) Among the fifty most frequent collocations in the textbooks, which collocations are different from native-speaker corpus in terms of their uses? To answer theses questions, a corpus of 1,441,402 tokens from 16 entire textbooks was constructed for the analysis. WordSmith program was used to find high frequency lexical collocations and the features of the extracted collocations were examined. Further, the fifty most frequent collocations in the textbooks were analyzed in comparison with 2k Graded Corpus, which was adopted as native corpus in order to clarify how the textbooks reflect high frequency collocations of native corpus. The results of this study are as follows. 852 collocations were extracted from textbooks by analyzing 41 most frequent content words. Node words and collocates in those collocations were analyzed and the top ten node words that formed collocations with the most collocates were found to be GOOD, GREAT, TIME, USE, FOOD, NEW, LIFE, SCHOOL, READ, WORLD. Also, collocations that are closely related to learners’ real life and interest, for example, volunteer work, good grade, get grades, use cell phone, use computer, use the internet and collocations that are related to health such as fast food as well as junk food, healthy food, spicy food, good food were found with high frequency. In addition, it was noticeable that among high frequency collocations from node word of TIME, collocations demonstrating managing time such as spend time, free time, save time, time management, make time, waste time were used frequently. With regard to types of collocations, collocations combined with nouns formed the majority out of 852 collocations, while the number of collocations combined with adverbs was 41. Within adverb collocations, REALLY formed a part of most collocations. Although it was useful to see the high frequency collocations including the basic vocabulary regarding learners’ daily life in general, it would seem more desirable to have higher level collocations to be presented in the textbooks when considering the level of practical English. The comparison of fifty most frequent collocations in the textbook corpus with 2k Graded Corpus produced considerable differences. First, between the textbook corpus and native corpus, there was more than a difference of 10 word frequencies (per 100,000 words) among high school, volunteer work, good idea, get ready, school student, fast food, old man, one day, first time. Also volunteer work, school student, fast food, good point, use computer, use expressions, sounds great, see a movie, take order, key words were found to appear with extremely low frequencies of 0~4 in native corpus while they were ranked among the fifty most frequent collocations in textbooks. Further, there was a difference in the use of collocations such as one day, eat food, good job. It may be concluded from the findings of the study that high frequency collocations in textbooks and those in native corpus do not correspond on the whole. On the basis of the above results, the researcher suggests some pedagogical implications. First, it is essential for high frequency collocations of native corpus to be given priority in order to make textbooks more authentic as main input materials. Also, the presentation of collocations whose translations are difficult to predict for learners would be more useful as materials to both teachers and students, and lead to improvement of communicative competence. As such, the guideline for presenting collocations should be established to be practically applied in textbook design. Finally, based on the recognition of finding the importance of instruction for collocations through the present study, the researcher suggests ‘contrastive instruction’ as an effective way of teaching collocations to students who are learning English as a second language.; With the development of computer technology, corpus-based language studies have become popular in recent years. There has been lots of research on individual words of textbooks, but analysis on collocations of textbooks are lacking. Moreover, previous research has been limited to interest in analyzing certain parts of textbooks or specific types of collocations and these limitations prompted the researcher to conduct the present study. The purpose of this study is to provide some implications for the method of teaching collocations and materials development by investigating high frequency collocations used in curriculum-based English textbooks and verifying authenticity in comparison with native-speaker corpus. The specific research questions addressed in this study are: 1) What are the high frequency collocations in High School 1 English textbooks? 2) What are the features of the high frequency collocations in the textbooks? 3) How are the fifty most frequent collocations in the textbooks different from native-speaker corpus in terms of frequency? 4) Among the fifty most frequent collocations in the textbooks, which collocations are different from native-speaker corpus in terms of their uses? To answer theses questions, a corpus of 1,441,402 tokens from 16 entire textbooks was constructed for the analysis. WordSmith program was used to find high frequency lexical collocations and the features of the extracted collocations were examined. Further, the fifty most frequent collocations in the textbooks were analyzed in comparison with 2k Graded Corpus, which was adopted as native corpus in order to clarify how the textbooks reflect high frequency collocations of native corpus. The results of this study are as follows. 852 collocations were extracted from textbooks by analyzing 41 most frequent content words. Node words and collocates in those collocations were analyzed and the top ten node words that formed collocations with the most collocates were found to be GOOD, GREAT, TIME, USE, FOOD, NEW, LIFE, SCHOOL, READ, WORLD. Also, collocations that are closely related to learners’ real life and interest, for example, volunteer work, good grade, get grades, use cell phone, use computer, use the internet and collocations that are related to health such as fast food as well as junk food, healthy food, spicy food, good food were found with high frequency. In addition, it was noticeable that among high frequency collocations from node word of TIME, collocations demonstrating managing time such as spend time, free time, save time, time management, make time, waste time were used frequently. With regard to types of collocations, collocations combined with nouns formed the majority out of 852 collocations, while the number of collocations combined with adverbs was 41. Within adverb collocations, REALLY formed a part of most collocations. Although it was useful to see the high frequency collocations including the basic vocabulary regarding learners’ daily life in general, it would seem more desirable to have higher level collocations to be presented in the textbooks when considering the level of practical English. The comparison of fifty most frequent collocations in the textbook corpus with 2k Graded Corpus produced considerable differences. First, between the textbook corpus and native corpus, there was more than a difference of 10 word frequencies (per 100,000 words) among high school, volunteer work, good idea, get ready, school student, fast food, old man, one day, first time. Also volunteer work, school student, fast food, good point, use computer, use expressions, sounds great, see a movie, take order, key words were found to appear with extremely low frequencies of 0~4 in native corpus while they were ranked among the fifty most frequent collocations in textbooks. Further, there was a difference in the use of collocations such as one day, eat food, good job. It may be concluded from the findings of the study that high frequency collocations in textbooks and those in native corpus do not correspond on the whole. On the basis of the above results, the researcher suggests some pedagogical implications. First, it is essential for high frequency collocations of native corpus to be given priority in order to make textbooks more authentic as main input materials. Also, the presentation of collocations whose translations are difficult to predict for learners would be more useful as materials to both teachers and students, and lead to improvement of communicative competence. As such, the guideline for presenting collocations should be established to be practically applied in textbook design. Finally, based on the recognition of finding the importance of instruction for collocations through the present study, the researcher suggests ‘contrastive instruction’ as an effective way of teaching collocations to students who are learning English as a second language.