Earticle

초록

영어

The purpose of this study is to propose directions for the development of Korean language proficiency assessment tools based on the analysis of instructor needs for such tools. In conducting this study, the needs of a subject group of 257 domestic and overseas instructors were observed regarding the language proficiency evaluation system and evaluation components of the current TOPIK. According to the results of the study, instructors considered the TOPIK, for the most part, to be an adequate tool for language proficiency assessment. However, the study results also showed that, regarding the TOPIK I, instructors found the lack of a writing section to be an issue. As for the TOPIK II, results showed that instructors found the reading section too difficult and the allocated time for the writing section to be somewhat short. When asked about the development of proficiency assessment, the majority of instructors emphasized the need for the development of new tools that would be appropriate for a new type of assessment. They also expressed that proficiency assessment should be applied for each of the four evaluation areas - speaking, listening, reading, and writing - and that the evaluation system should be divided into intermediate and advanced levels to take difficulty into consideration. Lastly, instructors mentioned that test results should show performance rankings and scores for each of the four aforementioned language evaluation areas. Based on the results outlined above, this study proposes the following directions for the development of Korean language proficiency assessment tools: first, adequate evaluation tools should be developed for the purpose of language proficiency assessment; second, all four language evaluation areas should be included from the beginner level; third, the evaluation system should take difficulty and practicality into consideration by providing two separate tests, one for the beginner and intermediate levels, one for the advanced level; fourth, evaluation components such as allotted question times, number of questions, difficulty, and answer choices, should be similar to that of existing evaluation method, with slight adjustments made to the difficulty of reading and allotted time of writing for the advanced level; fifth, the assessment results should offer performance rankings and scores for each of the four language evaluation areas.

목차

1. 서론
2. 한국어능력시험(TOPIK)에 대한 논의
2.1 평가 체제
2.2. 평가 구성
3. 연구 방법
3.1 연구 절차
3.2. 조사 도구
3.3. 자료 분석
4. 연구 결과
4.1. 설문 조사 응답자 정보
4.2. 한국어능력시험(TOPIK)에 대한 인식
4.3. 숙달도 평가 도구 개발 요구
4.4. 경력에 따른 교사 요구
5. 한국어 숙달도 평가 도구 개발 방향
6. 결론
참고문헌

키워드

저자

• 강승혜 [ Kang, Seunghae | 연세대학교 교육대학원 ] 교신저자
• 이복자 [ Lee, Bokja | 연세대학교 언어연구교육원 한국어학당 ] 제1저자
• 박경희 [ Park, Kyunghee | 연세대학교 언어연구교육원 한국어학당 ]
• 차상아 [ Cha, Sanga | 연세대학교 일반대학원 한국학협동과정 ]
• 최유미 [ Choi, Yumi | 이화여자대학교 언어교육원 ]
• 황윤정 [ Hwang, Yunjeong | 이화여자대학교 언어교육원 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  언어와 문화 [The Language and Culture]

• 간기

  계간

• pISSN

  1738-3641

• 수록기간

  2004~2020

• 십진분류

  KDC 710 DDC 495