부산대학교 도서관

The purpose of this study is to conduct a lexical comparative analysis on the 1st year middle school textbooks based on the 7th and revised curricula for English. New middle school English textbooks based on the revised curriculum will start to be used from this year. Textbooks were changed in accordance with the curriculum revisions, therefore the new textbooks should be compared to the former textbooks in terms of offering useful information to the teachers and students. The study particularly investigated the following items for analysis: 1) the numbers of tokens and types of word used in the 1st year middle school textbooks of both the 7th and revised curricula 2) token/type ratio(TTR) and lexical density 3) comparison of the words between spoken and written texts 4) the numbers of new words and the frequency of the new words 5) the comparison of the new words used in textbooks and basic word list from each curriculum First, total number(token) and types of words increased from the 7th to the revised textbooks. However, in the case of TTR, it mostly decreased from the 7th to the revised textbooks. This means that the words of the revised textbook are more often repeated than the 7th. Secondly, lexical density, showing the difficulty of the text, doesn't reveal any meaningful difference between the textbooks. Thirdly, generally, word repetition in spoken text is higher than written text. When comparing the 7the and revised textbooks, words repetition of the written text is similar. However, in case of spoken text, the revised textbooks are much higher than the 7th textbooks. Fourthly, the numbers of new words in the revised textbooks are greater than the 7th in accordance with the curriculum revision. However, most of the new words in the textbook are distributed irregularly and repeated only once or twice. Fifthly, the percentage of reflection of basic word lists from the curriculum is increased from the 7th to the revised textbooks, because the standard required by the curriculum is higher than before. In conclusion, most of the textbooks reflect the curriculum well. However, the variation among the textbooks is wide. There should not be a significant gap in difficulty among the textbooks for equality of education, but it could provide the opportunity to select the textbook according to the students' level. This study will be helpful to teachers who have already selected the textbook for making comparisons in terms of the level of the textbook.