A Continuity Analysis of the reading passages in elementary and middle school English textbooks with 2015 Revised National Curriculum

Jiyoung, Bae

doi:10.17754/mesk.63.2.81

Cited by 3 publications

(1 citation statement)

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“…The validity of Coh-Metrix has been tested by various text and textbook studies. Subsequent researchers in textbooks have explored various linguistic and psycholinguistic features to examine whether textbooks are systematically organized with increasing text difficulty across expected proficiency levels such as grade levels (Bae, 2019;Berendes et al, 2019;Chen, 2016;Gupta, 2013;Jeon, 2011Jeon, , 2014Jeon, , 2015Kim, 2014;Kim & Jeon, 2013;Kim & Yang, 2012;Lee, 2013;Plakans & Bilki, 2016;Song, 2013;. For example, Plakans and Bilki (2016) examined L2 college level English textbooks to see if three levels of textbooks (i.e., beginning, intermediate, and advanced) are systematically distinct in text complexity.…”

Section: Text Difficulty In Textbooksmentioning

confidence: 99%

An Analysis of Text Difficulty across Grades in Korean Middle School English Textbooks Using Coh-Metrix

Ryu¹,

Jeon²

2020

The Journal of AsiaTEFL

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This study aims to investigate the text difficulty of the reading materials of Korean middle school English textbooks with Coh-Metrix, a software developed by the Institute for Intelligent Systems at the University of Memphis to analyze the linguistic and psycholinguistic features of English text and textbooks with a wide range of indices on cohesion and language. In this study, the textbook corpus consisted of the text files extracted from 13 English textbooks. These files were used for analyzing the text difficulty among grades with Coh-Metrix. The Coh-Metrix indices selected for this study contained basic counts, word frequency, word features, lexical diversity, pronouns, connectives, readability, syntax complexity, syntax similarity, reference cohesion, semantic cohesion, and situation model measures. The results showed that there were significant differences among grades for basic counts, word features, first pronouns, causal and temporal connectives, readability, reference and semantic cohesion, the number of words before main verbs, syntactic similarity, and situation model measures. The differences among grades, however, were not significant for word frequency, lexical diversity, second and third person pronouns, additive connectives, and NP density measures. The findings have educational implications for textbook design and language learning for English learners.

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Section: Text Difficulty In Textbooksmentioning

confidence: 99%