Earticle

초록

영어

The study examined the perceptions of English teachers on the new criterion-referenced assessment in the College Scholastic Ability Test (CSAT). Incorporating a qualitative study, we recruited ten secondary school English teachers working in a central province of Korea and collected data from two email interviews. The findings illustrate that most teachers showed a negative attitude toward the new policy, believing that it would not bring any positive change as it was intended only to cause greater fervor for private tutoring, thereby aggravating the burden of both students and parents. They also did not believe that the new policy would promote communicative language teaching, pointing to the reality of overcrowded classes and lack of teacher training. The fact that the new policy does not require testing students’ communicative competence was another major source of the teachers’ distrust in its potential to make classrooms more communicative. Problematizing the hitherto top-down and capricious policy implementation with regard to the CSAT, the teachers argued for the need to have a long-term and reliable approach to policy planning to bring about successful education reform.

목차

I. 서론
 II. 이론적 배경
  1. 수능영어 절대평가 정책 도입 배경
  2. 수능영어 절대평가 정책 관련 선행연구
  3. 영어교육 정책 결정 및 도입 과정에서 교사의 역할
 III. 연구 방법
  1. 연구 배경 및 참여자
  2. 자료 수집 및 분석 방법
 IV. 결과
  1. 새로운 정책과 현실의 무게
  2. 교사들의 부정적 태도에 대한 이유
  3. 수능영어 절대평가 정책의 성공을 위한 선행 요건
  4. 영어교육 정책 도입 과정에 대한 교사들의 태도
  5. 나아가야 할 방향
 V. 논의 및 결론
 Works Cited
 Abstract

키워드

저자

• 최수정 [ Soo Joung Choi | 연세대학교 ] 제1저자
• 최종갑 [ Choi, Jong-Gab | 연세대학교 ] 제2저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810