Effects of Text Modification of Reading Passages in English Textbooks on Readability and Cohesion

doi:10.18627/jslg.36.1.202005.7

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2020 Vol.36, Issue 1 Next Page

Research Article

Effects of Text Modification of Reading Passages in English Textbooks on Readability and Cohesion 텍스트 수정이 영어 교과서 본문의 난이도와 응집성에 미치는 영향: 오지원, 이정원
Oh, Jiwon and Lee, Jeong-Won

31 May 2020. pp. 7-24

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Abstract

The current study aims at exploring the effects of text modification of reading passages in high school English textbooks on their readability and cohesion. For the study, 9 passages from 6 English textbooks were compared with their originals using the Coh-Metrix program in terms of 9 indices for readability and 6 indices for cohesion. The results were that 6 out of 9 modified passages were easier than the original, while 3 were more difficult; and that referential cohesion of most of the passages increased through text modification. The results suggest that text modification may serve to make reading passages easier than the originals, and that the referential cohesion among the 15 indices could be a crucial factor of influencing text readability. Therefore, when text readability increases, cohesion should be considered in the process of text modification.

Keywords

text modification

textbook analysis

Coh-Metrix

readability

cohesion

References

김길중 ․ Michael A. Putlack ․ 임정원 ․ 장진화 ․ 김건우 ․ 김나현 ․ 안미경. 2015. 『High School English』. 서울: ㈜다락원.
김성곤 ․ 윤진호 ․ 구은영 ․ 서정환 ․ 전형주 ․ 이후고 ․ 김윤자 ․ 강용구 ․ 김성애 ․ 최인철 ․ 김지연 ․ 신유승. 2015. 『High School English』. 서울: ㈜NE능률.
김정렬. 2014. 초중등 영어교육 연계성 문제: 영어 교과서의 계열성을 중심으로. 『어학연구』 50.1, 161-184.
김태영 ․ 이동환 ․ 김영미 ․ 양현 ․ 정지영 ․ 김수진. 2015. 『High School English』. 서울: ㈜천재교육.
양현권 ․ 강규한 ․ 백순도 ․ 남택현. 2015. 『High School English』. 서울: ㈜NE능률.
이성희. 2001. 영어교재 평가 모형 연구. 『외국어 교육』 8.1, 195-221.
이재영 ․ 안병규 ․ 오준일 ․ 문안나 ․ 김춘수 ․ 김현진 ․ Shaun Justin Manning. 2015. 『High School English』. 서울: ㈜천재교육.
전문기. 2011. Coh-Metrix를 이용한 중학교 1학년과 2학년 개정 영어 교과서 읽기 자료의 코퍼스 언어학적 연계성 분석. 『언어과학연구』 56, 201-218.
전문기 ․ 임인재. 2009. 코메트릭스(Coh-Metrix)를 이용한 중학교 1학년 개정 영어 교과서의 코퍼스 언어학적 비교·분석. 『영어교육연구』 21.4, 265-292.
최경희. 2008. 논리적 사고력 신장을 위한 설명문 읽기 지도 방법. 『새국어교육』 80, 467-496.
한상호 정은귀 ․ 박선하 ․ 이보희 ․ 이혜은 ․ 장은길. 2015. 『High School English』. 서울: 와이비엠홀딩스.
함미영 ․ 이정원. 2013. 영어 텍스트 수정이 텍스트 난이도와 응집성에 미치는 영향. 『영어어문교육』 19.2, 335-355.
Aebersold, J. A. and M. L. Field. 1997. From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms. Cambridge: Cambridge University Press.
Blau, E. K. 1982. The Effect of Syntax on Readability for ESL Students in Puerito Rico. TESOL Quarterly 16, 517-526. 10.2307/3586469
Crossley, S. A., M. M. Louwerse, P. M., McCarthy, and D. S. McNamara. 2007. A Linguistic Analysis of Simplified and Authentic Texts. The Modern Language Journal 91.1, 15-30. 10.1111/j.1540-4781.2007.00507.x
Day, R. R. and J. Bamford, 1998. Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press. 10.1177/003368829802900211
Goodman, K. and D. Freeman. 1993. What’s Simple in Simplified Language. In M. L. Tickoo (ed.), Simplification: Theory and Application. Singapore: SEAMEO Regional Language Center, 69-76.
Hill, D. 1997. Graded (Basal) Reader: Choosing the Best. Language Teacher 21, 21-26.
Krashen, S. 1985. The Input Hypothesis: Issue and Implications. London: Longman.
Krashen, S. 1982. Principles and Practice in Second Language Acquisition. New York: Pergamon Press.
Long, M. H. and S. Ross, 1993. Modifications that Preserve Language and Content. In. M. L. Tickoo (ed.), Simplification: Theory and Application. Singapore: SEAMEO Regional Language Centre, 29-52.
Long, M. H. 1985. Input and Second Language Acquisition Theory. In S. M. Gass and C. G. Madden (eds.), Input in Second Language Acquisition. Rowley, MA: Newbury House, 377-393.
Lucas, M. A. 1991. Systematic Grammatical Simplification. International Review of Applied Linguistics in Language Teaching 29.3, 241-248.
McGarry, D. 1995. Learner Autonomy 4: The Role of Authentic Texts. Dublin: Authentik.
McLaughlin, B. 1987. Theories of Second Language Learning. London: Edward Arnold.
Oh, S. Y. 2001. Two Types of Input Modification and EFL Reading Comprehension: Simplification Versus Elaboration. TESOL Quarterly 35.1, 69-96. 10.2307/3587860
Rivers, W. M. 1981. Teaching Foreign Language Skills. Chicago: University of Chicago Press. 10.7208/chicago/9780226518855.001.0001
Shook, D. 1997. Identifying and Overcoming Possible Mismatches in the Beginning Reader-literary Text Interaction. Hispania 80, 234-243. 10.2307/345882
Swaffar, J. K. 1985. Reading Authentic Texts in a Foreign Language: A Cognitive Model. The Modern Language Journal 69, 15-34. 10.1111/j.1540-4781.1985.tb02521.x
Tomlinson, B. 1998. Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Yano, Y., M. Long, and S. Ross. 1994. The Effects of Simplified and Elaborated Texts on Foreign Language Reading Comprehension. Language Learning 44, 189-219. 10.1111/j.1467-1770.1994.tb01100.x
Young, D. J. 1999. Linguistic Simplification of SL Reading Material: Effective Instructional Practice? The Modern Language Journal 83.3, 350-366.

Information

Publisher :The Modern Linguistic Society of Korea
Publisher(Ko) :한국현대언어학회
Journal Title :The Journal of Studies in Language
Journal Title(Ko) :언어연구
Volume : 36
No :1
Pages :7-24
DOI :https://doi.org/10.18627/jslg.36.1.202005.7

[1] 김길중 ․ Michael A. Putlack ․ 임정원 ․ 장진화 ․ 김건우 ․ 김나현 ․ 안미경. 2015. 『High School English』. 서울: ㈜다락원.

[2] 김성곤 ․ 윤진호 ․ 구은영 ․ 서정환 ․ 전형주 ․ 이후고 ․ 김윤자 ․ 강용구 ․ 김성애 ․ 최인철 ․ 김지연 ․ 신유승. 2015. 『High School English』. 서울: ㈜NE능률.

[3] 김정렬. 2014. 초중등 영어교육 연계성 문제: 영어 교과서의 계열성을 중심으로. 『어학연구』 50.1, 161-184.

[4] 김태영 ․ 이동환 ․ 김영미 ․ 양현 ․ 정지영 ․ 김수진. 2015. 『High School English』. 서울: ㈜천재교육.

[5] 양현권 ․ 강규한 ․ 백순도 ․ 남택현. 2015. 『High School English』. 서울: ㈜NE능률.

[6] 이성희. 2001. 영어교재 평가 모형 연구. 『외국어 교육』 8.1, 195-221.

[7] 이재영 ․ 안병규 ․ 오준일 ․ 문안나 ․ 김춘수 ․ 김현진 ․ Shaun Justin Manning. 2015. 『High School English』. 서울: ㈜천재교육.

[8] 전문기. 2011. Coh-Metrix를 이용한 중학교 1학년과 2학년 개정 영어 교과서 읽기 자료의 코퍼스 언어학적 연계성 분석. 『언어과학연구』 56, 201-218.

[9] 전문기 ․ 임인재. 2009. 코메트릭스(Coh-Metrix)를 이용한 중학교 1학년 개정 영어 교과서의 코퍼스 언어학적 비교·분석. 『영어교육연구』 21.4, 265-292.

[10] 최경희. 2008. 논리적 사고력 신장을 위한 설명문 읽기 지도 방법. 『새국어교육』 80, 467-496.

[11] 한상호 정은귀 ․ 박선하 ․ 이보희 ․ 이혜은 ․ 장은길. 2015. 『High School English』. 서울: 와이비엠홀딩스.

[12] 함미영 ․ 이정원. 2013. 영어 텍스트 수정이 텍스트 난이도와 응집성에 미치는 영향. 『영어어문교육』 19.2, 335-355.

[13] Aebersold, J. A. and M. L. Field. 1997. From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms. Cambridge: Cambridge University Press.

[14] Blau, E. K. 1982. The Effect of Syntax on Readability for ESL Students in Puerito Rico. TESOL Quarterly 16, 517-526. 10.2307/3586469

[15] Crossley, S. A., M. M. Louwerse, P. M., McCarthy, and D. S. McNamara. 2007. A Linguistic Analysis of Simplified and Authentic Texts. The Modern Language Journal 91.1, 15-30. 10.1111/j.1540-4781.2007.00507.x

[16] Day, R. R. and J. Bamford, 1998. Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press. 10.1177/003368829802900211

[17] Goodman, K. and D. Freeman. 1993. What’s Simple in Simplified Language. In M. L. Tickoo (ed.), Simplification: Theory and Application. Singapore: SEAMEO Regional Language Center, 69-76.

[18] Hill, D. 1997. Graded (Basal) Reader: Choosing the Best. Language Teacher 21, 21-26.

[19] Krashen, S. 1985. The Input Hypothesis: Issue and Implications. London: Longman.

[20] Krashen, S. 1982. Principles and Practice in Second Language Acquisition. New York: Pergamon Press.

[21] Long, M. H. and S. Ross, 1993. Modifications that Preserve Language and Content. In. M. L. Tickoo (ed.), Simplification: Theory and Application. Singapore: SEAMEO Regional Language Centre, 29-52.

[22] Long, M. H. 1985. Input and Second Language Acquisition Theory. In S. M. Gass and C. G. Madden (eds.), Input in Second Language Acquisition. Rowley, MA: Newbury House, 377-393.

[23] Lucas, M. A. 1991. Systematic Grammatical Simplification. International Review of Applied Linguistics in Language Teaching 29.3, 241-248.

[24] McGarry, D. 1995. Learner Autonomy 4: The Role of Authentic Texts. Dublin: Authentik.

[25] McLaughlin, B. 1987. Theories of Second Language Learning. London: Edward Arnold.

[26] Oh, S. Y. 2001. Two Types of Input Modification and EFL Reading Comprehension: Simplification Versus Elaboration. TESOL Quarterly 35.1, 69-96. 10.2307/3587860

[27] Rivers, W. M. 1981. Teaching Foreign Language Skills. Chicago: University of Chicago Press. 10.7208/chicago/9780226518855.001.0001

[28] Shook, D. 1997. Identifying and Overcoming Possible Mismatches in the Beginning Reader-literary Text Interaction. Hispania 80, 234-243. 10.2307/345882

[29] Swaffar, J. K. 1985. Reading Authentic Texts in a Foreign Language: A Cognitive Model. The Modern Language Journal 69, 15-34. 10.1111/j.1540-4781.1985.tb02521.x

[30] Tomlinson, B. 1998. Materials Development in Language Teaching. Cambridge: Cambridge University Press.

[31] Yano, Y., M. Long, and S. Ross. 1994. The Effects of Simplified and Elaborated Texts on Foreign Language Reading Comprehension. Language Learning 44, 189-219. 10.1111/j.1467-1770.1994.tb01100.x

[32] Young, D. J. 1999. Linguistic Simplification of SL Reading Material: Effective Instructional Practice? The Modern Language Journal 83.3, 350-366.

The Journal of Studies in Language ISSN:1225-4770(Print) 2671-6151(Online) 언어연구

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