고등학교 영어 읽기 평가 지문의 코퍼스 기반 정형어구 비교 분석
A corpus-based comparative analysis of formulaic sequences in high school English reading assessment texts
- 주제(키워드) formulaic sequences/n-gram/structural and functional analysis , 정형어구/복수단어연속체/구조적 및 기능적 분석
- 주제(기타) 영어교육
- 설명문(URI) https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART002477052
- 등재 KCI등재
- 발행기관 한국외국어교육학회
- 발행년도 2019
- 총서유형 Journal
- URI http://www.dcollection.net/handler/ewha/000000162775
- 본문언어 영어
초록/요약
This study investigated the structural and functional differences between formulaic sequences in College Scholastic Ability Test (CSAT) and SAT reading assessment texts. The results of the RANGE program showed that SAT used more diverse and difficult words compared to CSAT. The frequency analysis revealed that CSAT used more formulaic sequences than the SAT counterpart. This suggests that CSAT used more repeated expressions, whereas SAT used diverse vocabulary items. The structural analysis showed that noun phrases were the most dominant in CSAT, whereas prepositional phrases were pervasive in SAT. The functional analysis showed that both corpora relied heavily on referential expressions. The results indicate that referential bundles are dominantly used in institutional writing (Biber & Barbieri, 2007). In accordance with the previous studies, the results suggest that high frequency formulaic sequences can be different according to the register. In CSAT, connectives and discourse organizers were prevalent. This may be due to the characteristics of question types in CSAT. The results may indicate that formulaic sequences in texts are partly influenced by the characteristics of a register.
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