[그림 1] 언어를 단순화하기 위한 5가지 지침(Lappan et al., 2014a) [Fig. 1] Five Guidelines for Simplifying Language (Lappan et al., 2014a)
[그림 4] 분석의 개요 [Fig. 4] Overview of analysis
[그림 5] 개념적 다이어그램 예시(김원경 외, 2018) [Fig. 5] Conceptual diagram(Kim et al., 2018)
[그림 7] 보완의 예시(김원경 외, 2018) [Fig. 7] Example of complement(Kim et al., 2018)
[그림 10] 보완 예시(Lappan et al., 2014b) [Fig. 10] Example of complement(Lappan et al., 2014b)
[그림 11] 보완 예시(Lappan et al., 2014b) [Fig. 11] Example of complement(Lappan et al., 2014b)
[그림 12] 명령법 예시(김원경 외, 2018) [Fig. 12] Examples of imperative(instructions)(Kim et al., 2018)
[그림 13] 인칭대명사 예시(Lappan et al., 2014b) [Fig. 13] Examples of personal pronoun(Lappan et al., 2014b)
[그림 2] 다섯 가지 표상(Lappan et al., 2014a) [Fig. 2] Five Representations Star(Lappan et al., 2014a)
[그림 3] 연구 절차 [Fig. 3] Research procedure
[그림 6] 내러티브 다이어그램 예시(김원경 외, 2018) [Fig. 6] Narrative diagram(Kim et al., 2018)
[그림 8] 유사와 대조의 예시(김원경 외, 2018) [Fig. 8] Examples of similarity and contrast(Kim et al., 2018)
[그림 14] 질문법과 명령법 예시(Lappan et al., 2014b) [Fig. 14] Examples of interrogative(questions) and imperative(instructions)(Lappan et al., 2014b)
[표 1] 국내∙외 교과서 단원 및 학습 목표 [Table 1] Textbook units and learning goals
[표 2] 단어와 시각적 매개체 사용을 통한 관념적 의미 분석틀 [Table 2] Analytic framework for ideational meanings by the use of words and visual mediators
[표 3] 구조적 의미 분석틀 [Table 3] Analytic framework for structural meaning
[표 4] 학생-저자 관계적 의미 분석틀 [Table 4] Analytic framework for interpersonal meaning of student-author
[표 5] 우리나라 교과서의 전문화와 대상화 [Table 5] Discursive specialisation and objectification in Korean textbook
[표 6] CMP 교과서의 전문화와 대상화 [Table 6] Discursive specialisation and objectification in CMP textbook
[표 7] 우리나라 교과서의 구조적 의미 [Table 7] Structural meaning in Korean textbook
[표 8] CMP 교과서의 구조적 의미 [Table 8] Structural meaning in CMP textbook
[표 9] 학생-저자의 관계적 의미 [Table 9] Interpersonal meaning of student-author
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