KJCKorea
Journal Central

@article{ART002687950},
author={Song, Juha},
title={An analysis of Korean high school English textbooks through syntactic complexity and readability},
journal={Modern English Education},
issn={1598-0782},
year={2021},
volume={22},
number={1},
pages={57-69},
doi={10.18095/meeso.2021.22.1.57}

TY - JOUR
AU - Song, Juha
TI - An analysis of Korean high school English textbooks through syntactic complexity and readability
JO - Modern English Education
PY - 2021
VL - 22
IS - 1
PB - The Modern English Education Society
SP - 57
EP - 69
SN - 1598-0782
AB - The present study compared the reading passages represented in prescribed English textbooks (High School English 0) and non-prescribed textbooks (High School English 1, 2) used in Korean high schools through lexical complexity and readability. To achieve this purpose, the L2 Syntactic Complexity Analyzer (L2SCA) and three different readability indices, Flesch-Kincaid Grade Level (FKGL), Flesch Reading Ease score (FRE), and Gunning Fog Index (GFI), were utilized. One-way ANOVA and a post-hoc test (Scheffe Test) were performed on 76 passages for High School English 0, and 53 for High School English 1 and 2. Results showed that in terms of syntactic complexity, no statistical differences were found between High School English 0 and 1. On the contrary, High School English 0 and 2 differed across every syntactic complexity measure, and 5 out of 14 measures were significantly different between High School English 1 and 2. With regard to readability, significant differences were observed among the textbooks (i.e., High School English 0/1, 1/2, and 0/2). These results imply more syntactic variation is required between High School English 0 and 1, but that hierarchy is properly being maintained for readability levels across the 2015 revised high school English textbooks.
KW - syntactic complexity;readability;high school English textbooks
DO - 10.18095/meeso.2021.22.1.57
ER -

Song, Juha. (2021). An analysis of Korean high school English textbooks through syntactic complexity and readability. Modern English Education, 22(1), 57-69.

Song, Juha. 2021, "An analysis of Korean high school English textbooks through syntactic complexity and readability", Modern English Education, vol.22, no.1 pp.57-69. Available from: doi:10.18095/meeso.2021.22.1.57

Song, Juha "An analysis of Korean high school English textbooks through syntactic complexity and readability" Modern English Education 22.1 pp.57-69 (2021) : 57.

Song, Juha. An analysis of Korean high school English textbooks through syntactic complexity and readability. 2021; 22(1), 57-69. Available from: doi:10.18095/meeso.2021.22.1.57

Song, Juha. "An analysis of Korean high school English textbooks through syntactic complexity and readability" Modern English Education 22, no.1 (2021) : 57-69.doi: 10.18095/meeso.2021.22.1.57

Song, Juha. An analysis of Korean high school English textbooks through syntactic complexity and readability. Modern English Education, 22(1), 57-69. doi: 10.18095/meeso.2021.22.1.57

Song, Juha. An analysis of Korean high school English textbooks through syntactic complexity and readability. Modern English Education. 2021; 22(1) 57-69. doi: 10.18095/meeso.2021.22.1.57

Song, Juha. An analysis of Korean high school English textbooks through syntactic complexity and readability. 2021; 22(1), 57-69. Available from: doi:10.18095/meeso.2021.22.1.57

Song, Juha. "An analysis of Korean high school English textbooks through syntactic complexity and readability" Modern English Education 22, no.1 (2021) : 57-69.doi: 10.18095/meeso.2021.22.1.57