In the field of Korean Language Education, the linguistic repertoires of educational contents for the language of learning are a given for language across the curriculum. However, in reality, the educational contents of the Korean Language Education explanation achievement standards are far too abstract. The educational contents do not reflect the authenticity of the language material. As a result, it could be difficult for the aforementioned contents to be a part of the language for learning in other subjects, not to mention that of Korean Language Education.
As such, this thesis is focused on analyzing the definition of sentences within Science Textbooks based on the premise that detailed language experiences should be provided as language for learning in Korean Language Education. After all of the definition sentences are extracted from the secondary school Science Textbooks, the core explanatory concepts are then analyzed.
As a result, the definitional explanation of the core concept is identified with a formulaic expression like ‘-ㄴ/는 NP1을/를 NP2(이)라고 한다.’. At this point, the explanation of the definition sentences is realized while the embedded clauses, which are equivalent to ‘-ㄴ/는 NP’ and paraphrase the preceding contents of the Science Textbooks, provide an additional explanation for the core concept ‘NP2’.
During the paraphrasing stage, differences in how the explanations are identified influence the function of ‘-ㄴ/는 NP’ as a formulaic expression which paraphrase the preceding contents. In this thesis, the variety of explanatory functions are analyzed, and the paraphrasing forms are realized by classifying the paraphrasing type based on three functions: ‘condensing contents’, ‘generalizing examples’, and ‘specifying concepts’.