@article{ART003298166},
author={Hyunjun Cho},
title={An Analysis of Passive Voice Presentation in High School Common English I·II Textbooks from a Form–Meaning–Use Perspective},
journal={Modern English Education},
issn={1598-0782},
year={2026},
volume={27},
pages={1-12}
TY - JOUR
AU - Hyunjun Cho
TI - An Analysis of Passive Voice Presentation in High School Common English I·II Textbooks from a Form–Meaning–Use Perspective
JO - Modern English Education
PY - 2026
VL - 27
IS - null
PB - The Modern English Education Society
SP - 1
EP - 12
SN - 1598-0782
AB - This study examined how canonical passive constructions are presented in terms of form, meaning, and use in 18 high school Common English I·II textbooks developed under the 2022 Revised English Curriculum, using a Form–Meaning–Use (FMU) framework. A total of 2,466 passive constructions were extracted through a regular-expression-based procedure and verified by researchers. The results showed a strong bias toward simple passive forms, while functional meanings and use-based instruction were limited. Passive constructions were most often introduced implicitly through reading texts, whereas deductive and inductive explanations in grammar sections were rare. Although meaningfocused activities appeared relatively frequently, many were restricted to text-level comprehension, and few activities promoted discourse-based or functional use of passive voice. Analyses of instructional locations and activity types further showed that implicit presentation in reading texts predominated, with explicit grammar instruction and inductive activities occurring infrequently. From an FMU perspective, the findings indicate an imbalance in which form-focused instruction is emphasized at the expense of meaning and use, creating a gap between textbook practices and the curriculum’s communicative goals. The study highlights the need for instructional designs that better integrate form, meaning, and use, including explicit functional explanations, inductive learning activities, and genre-based production tasks to support more effective grammar learning, with implications for strengthening function- and use-oriented grammar instruction beyond secondary textbooks.
KW - canonical passive constructions; form–meaning–use;FMU;grammar instruction in textbooks
DO -
UR -
ER -
Hyunjun Cho. (2026). An Analysis of Passive Voice Presentation in High School Common English I·II Textbooks from a Form–Meaning–Use Perspective. Modern English Education, 27, 1-12.
Hyunjun Cho. 2026, "An Analysis of Passive Voice Presentation in High School Common English I·II Textbooks from a Form–Meaning–Use Perspective", Modern English Education, vol.27, pp.1-12.
Hyunjun Cho "An Analysis of Passive Voice Presentation in High School Common English I·II Textbooks from a Form–Meaning–Use Perspective" Modern English Education 27 pp.1-12 (2026) : 1.
Hyunjun Cho. An Analysis of Passive Voice Presentation in High School Common English I·II Textbooks from a Form–Meaning–Use Perspective. 2026; 27 1-12.
Hyunjun Cho. "An Analysis of Passive Voice Presentation in High School Common English I·II Textbooks from a Form–Meaning–Use Perspective" Modern English Education 27(2026) : 1-12.
Hyunjun Cho. An Analysis of Passive Voice Presentation in High School Common English I·II Textbooks from a Form–Meaning–Use Perspective. Modern English Education, 27, 1-12.
Hyunjun Cho. An Analysis of Passive Voice Presentation in High School Common English I·II Textbooks from a Form–Meaning–Use Perspective. Modern English Education. 2026; 27 1-12.
Hyunjun Cho. An Analysis of Passive Voice Presentation in High School Common English I·II Textbooks from a Form–Meaning–Use Perspective. 2026; 27 1-12.
Hyunjun Cho. "An Analysis of Passive Voice Presentation in High School Common English I·II Textbooks from a Form–Meaning–Use Perspective" Modern English Education 27(2026) : 1-12.
