고등학교 영어 교과서와 ELT 교재에 나타난 담화표지어 well 연구

Abstract

The present study investigates the similarities and differences in the use of the discourse marker well between the listening and speaking scripts of 16 Korean high school English textbooks and those of six ELT coursebooks. Results from the analysis indicate that well as a discourse marker occurs more frequently in ELT coursebooks than in high school English textbooks. A corpus-driven analysis of the functions of the discourse marker well shows that it performs four textual functions, that is, initiation, topic shift, addition of information, and floor-holding. Only a single textual function occurs in 7 out of 16 English textbooks, but does so in one out of six ELT coursebooks. The present study also demonstrates that well as a responsive marker at the interpersonal level appears to be overemphasized in both English textbooks and ELT coursebooks. Findings from the present study suggest that textbooks require more extensive coverage of how the discourse marker well is used in conversation.