Earticle

본 논문에서는 질의 응답 시스템에서 효율적인 정답 추출을 위해 언어 분석과 질문 패턴 정보를 이용한 질문 분할을 제안한다. 질문 분할은 복잡도가 높은 질문을 도메인에 맞게 분할하여 정답 후보 검색의 효율성을 높이고, 분할된 하위 질문들의 관계와 처리 순서 등을 인식함으로써 질의 응답 시스템의 절차적인 문제 해결에 도움을 줄 수 있다. 기존에는 주로 구문적인 정보를 기반으로 하는 질문 분할 방식을 사용하였으며, 이는 질문 분할 자체에 많은 한계점 이 있어 정확한 질문 분할 효과를 기대하기 힘든 측면이 있었다. 이에 본 논문에서는 하이브리드 기반의 질문 분할 방식을 제안하였으며, 국내 퀴즈 프로그램에서 발췌한 1,000개의 평가셋을 이용하여 질문 분할의 정확도와 질의 응 답 시스템 기여도를 확인하고 제안한 질문 분할 방법의 우수성을 검증하였다.

This paper presents a hybrid-based question decomposition algorithm to extract an correct and effective answer candidates for deep question answering system using the linguistic analysis pattern of input questions and question pattern information. A question such as quiz is typically considered complex and decomposable structure that has multiple sentences, connected paragraphs, explanations and/or justification of an answer, lists of sets, and etc. The question decomposition approaches typically defer to discourse and/or semantic properties of the question, additionally deploying complex processes such as lexical adjustment, question refocusing, temporal or spatial analysis, relation and order recognition. The existing question decomposition approaches deals with syntactic decomposition of questions or very limited semantic decomposition to short questions. Therefore, in this paper, we proposed a hybrid-based question decomposition method to solve these existing problems. Using the evaluation set of questions of 1,000, taken from Quiz Korea, Janghak Quiz, challenge! Golden Bell, I love quiz and etc, we can verify the superiority of proposed question decomposition method and the contribution of it to the question answer system.

Despite the importance of interaction and teacher questions in academic Korean classes, systematic questions based on learners' cognitive and definitive aspects are not being accomplished in real classroom classes, and thus learners' responses are not occurring properly. Therefore, this study aimed to typify, categorize, and analyze various questions of Korean teachers currently being accomplished in the field of Korean language education. Furthermore, I tried to compare and analyze teacher questions in liberal arts and major Korean classes and draw implications for effective questioning strategies by linking them with learners' characteristics and responses. Accordingly, I proposed an effective strategy that can help teachers plan questions in the classroom appropriately for easy application in the on-site Korean language classes, promoting classroom interaction, and improving academic communication skills.

The interaction between the teacher and learner is most important in Korean class. A key element in the interaction is the teachers’ ‘question’. In particular, there are many studies being conducted in Korean language elective courses and general Korean language courses however research on questions in Korean language major courses are very rare. As a result, this study tried to categorize, classify, and analyze teachers’ questions in the Korean language education major courses with a high proportion of international students to derive future plans for question strategies. If strategies to promote interaction in major courses are prepared, teachers will be able to properly plan questions and promote interaction between students in the classroom.

After the accident at the Fukushima Daiichi Nuclear Power Plant, artificial radionuclides such as radioactive cesium and iodine were released into the environment. It caused great anxiety not only in the vicinity of the Fukushima Daiichi Nuclear Power Plant but also in other regions of the world. Some members of the Japan Health Physics Society (JHPS), a leading academic society in Japan in the field of radiation protection, volunteered to establish a website called “Question and Answer (Q&A) about radiation in daily life” shortly after the accident to help reduce the residents’ anxiety about the health effects of radiation. In August 2011, “Committee for Q&A about radiation in daily life” was established in JHPS, making the website-related activities a responsibility of JHPS. The Q&A website continued to respond to the questions from the general public with expertise and sincerity until February 2013 when the Committee members decided to end the activities because the number of questions received had gradually decreased with the passage of time. This paper aims to introduce the following: the activities of the Q&A website during the two years (2011–2013), the stance chosen for the activities, the information related to the website activities and the analysis of Twitter data. Building on the experience and the knowledge obtained from the activities, it also discusses issues and experiences that can be utilized in the initial response to emergencies for radiation protection experts as well as those in other fields.

협동 디지털참고서비스의 이용자 정보요구를 파악하기 위하여, 국립중앙도서관의 '사서에게 물어보세요'에 2014년 전반기에 실제로 접수된 질문엔트리(N=661)를 대상으로, 질문의 수와 본질, 주제, 정보요구 발생정황, 이용자가 원하는 최종산물, 사서의 활동, 답변에 사용된 정보원 등을 분석하였다. 엔트리에 포함된 평균 질문 수는 1.17건이며 순수참고질문은 77.82%로 나타났다. 주제별로는 총류가 45.68%를 차지하고, 요구정황은 부과된 질문이 주를 이루었으며(84.17%), 이용자가 원하는 최종산물은 서지에(60.48%) 집중되었다. 사서의 활동은 문헌탐색(37.67%), 연구조사(19.67%), 사실탐색(18.67%) 순서이다. 답변제공에 사용된 정보원은 이차자료가 지배적이었으며(73.62%), 각종 웹사이트도 14.75%를 차지하고 있다. 부문별 세부항목별 내용을 분석하였으며, 결과에 기초하여 디지털참고서비스 진흥을 위한 도서관계의 노력을 제언하였다.

This study analyses the questions addressed to the collaborative digital reference service run by the National Library of Korea. The data consist of 661 question entries to the 'Ask a Librarian' service during first 6 months in 2014. Each entry includes average 1.17 questions, and 77.82% of the total questions are real reference in nature. Questions are analyzed by classification division, context of the questioner, desired end product, activities of librarians, and the resources used to respond them. Each category is subdivided and analyzed in detail. Results revealed interesting findings and problems, and suggestions for further endeavor are provided.

By recognizing correlations problems of the educational courses, school, education, and college scholastic ability exam, in this research, the modern novels questions of the language section from 1994's 1st exam to 2010's current exam was analyzed to be reflected the contents of the high school's literature educational course properly. First of all, based on the correlations of educational courses and college scholastic ability exam, the educational goal and contents system of ‘literature’ educational courses from the 5th educational courses which are applied by the 1994's college freshmen who have begun to take the college scholastic ability exam to 7th educational courses which are applied by the 2010's college freshmen were looked over. Although as a literature study purpose, based on the change in the course of study, the study course has been organized to enhance the quality of ability to use Korean, when compared with the other subjects or other sections of Korean, the statue of ‘literature’ section has been fallen. After that, from 1994's 1st exam to 2010's exam, the modern literature exam question's correlations of the analysis of literatures, and educational courses were analyzed. As a result, we had reached a conclusion that the questions were somewhat reflecting the educational courses, however, they are yet to reflecting the courses evenly. Therefore, the number of questions about the ‘literature and culture,’ and ‘the value and attitude of literature’ which were not generally covered should be increased and the number of questions about the ‘acception and writing of the literature’ which were the common questions should be reduced and the questions should be differentiated themselves from the questions trend what we used to have. In order to achieve the teaching instruction, study method in the direction of supporting the basic purpose of literature study course, the concrete contents and goal of college scholastic examination evaluation should have a root in the literature educational course. By that way, the students can actively internalize by reading the literature through a literature study course without thinking the instruction and educational course as the different thing. For uniting the scholastic exam and studying ability which has been earned from the educational course, the research on the study course should be made actively and the best study courses should be designed. And for the college scholastic exam, the development of questions which can be evaluated the study course should be made by the instructors and literature education specialists.

The purpose of this study is to analyze confirmation hearings for Prime Minister Nominees from the perspective of institutional conversation analysis, to identify what types of questions politicians use and their effectiveness related to the institutional context. The data consist of confirmation hearings for the 45th former Prime Minister Lee Nak-yon and the 46th former Prime Minister Chung Sye-kyun, and were transcribed and analyzed based on the transcription system suggested by Gail Jefferson. The findings show that a confirmation hearing is a highly institutionalized conversation that has legal regulations on the turn-taking system and time limit for speaking with a clear purpose of verifying the qualification of bureaucrat nominees. Questioners set topical agenda and strategically used questions in the form of polar, alternative, and close-ended with prefaced statements implying specific presuppositions to limit the nominees' answers. Questioners recognized and performed their role under the institutional context, and at the same time played the role of an intermediary relaying the answer to the listener outside the conversation situation. Questions have significance in that they are being used as an effective means to achieve the institutional purpose of the confirmation hearing system.

학생의 정서적·행동적 문제는 개인적 요인뿐 아니라 가족 환경과 관련되어 있고, 전문상담교사에게는 부모 및 가족을 상담할 수 있는 역량이 요구된다(이승복, 김미현, 조항, 2024). 개정된 전문상담교사의 직무기준에서 가족상담 수행 능력은 주요 직무 역량으로 추가되었다(한국교육과정평가원, 2016). 이에 전문상담교사를 선발하는 임용시험에서 가족에 대한 이해와 상담 개입 역량의 평가가 타당한 지에 대한 분석이 필요하다. 2014년부터 2025년까지 실시된 임용시험의 14개 과목 중 가장 출제가 많았던『가족상담』교과목의 문항 40개를 한국교육과정평가원(2016)의 ‘[전문상담교사]의 자격기준과 평가영역 및 평가내용요소’를 근거로 분석한 결과는 다음과 같다. 첫째,『가족상담』문항의 배점비율은 점차 줄어들었다. 둘째, 평가영역 4개 중 [가족상담이론]에서 65.38%가 출제된 반면 [가족상담 운영 및 기법]에서는 12년간 한 문항도 출제되지 않았다. 이는 전문상담교사의 자격기준에 4가지 세부자격기준을 담은 가족상담 실무기준이 추가된 것(2016)과 배치된다. 셋째,『가족상담』문항은 65.40%가 서술형으로, 75%이상이 축어록을 기반으로 출제되었다. 넷째, 16개의 중복문항은 93.95%가 서술형과 논술형으로 출제되었고, 85.80%가『가족상담』의 3개 평가영역에서 출제된 문항이었다. 종합해보면 학교현장에서 활용 가능한 실제적 사례와 개입 전략, 부모상담과 가족평가 등 실천적 역량을 강조하는 교육현장의 적합성과 실무성을 강화한 방향으로 변화되고 있는 것으로 평가할 수 있다. 그러나 특정 평가영역과 평가내용요소에서 출제가 과도하게 집중된 경향, 이론 중심의 출제경향, 추가된 직무기준을 고려하지 않은 출제경향, 학교현장의 시대적 변화를 고려하지 못하는 출제경향은 변화가 시급함을 시사한다.

Students’ emotional and behavioral problems are associated not only with individual factors but also with the family environment, and professional counseling teachers are required to possess competencies to counsel parents and families (Lee, Kim, & Cho, 2022). In the revised job standards for professional counseling teachers, the ability to conduct family counseling was added as a major professional competency (Korea Institute for Curriculum and Evaluation [KICE], 2016). Accordingly, it is necessary to examine whether the teacher employment examination appropriately evaluates competencies related to understanding families and counseling interventions. This study analyzed 40 items from the subject Family Counseling, which had the highest number of questions among the 14 subjects included in the teacher employment examination administered from 2014 to 2025. The analysis was conducted based on the “Qualification Standards, Evaluation Domains, and Evaluation Content Elements for Professional Counseling Teachers” proposed by the KICE (2016). The results are as follows. First, the score weight of the Family Counseling items gradually decreased. Second, among the four evaluation domains, 65.38% of the items were drawn from Family Counseling Theory, whereas no items were asked from Family Counseling Management and Techniques for 12 years. This finding is inconsistent with the 2016 revision that added practical standards for family counseling containing four detailed qualification criteria for professional counseling teachers. Third, 65.40% of the Family Counseling items were constructed as short-answer questions, and more than 75% were based on counseling transcripts. Fourth, among the 16 overlapping items, 93.95% were presented as short-answer or essay questions, and 85.80% overlapped across three evaluation domains of Family Counseling. Overall, these results suggest that the examination has been evolving toward strengthening the relevance and practicality required in educational settings by emphasizing real cases applicable in school contexts and practical competencies such as intervention strategies, parent counseling, and family assessment. However, the findings also indicate the need for urgent improvement due to several issues, including excessive concentration of items in specific evaluation domains and content elements, a theory-centered orientation in item construction, the failure to reflect the newly added job standards, and insufficient consideration of contemporary changes in school settings.

전문상담교사는 1999년부터 선발되었으나 임용시험을 거쳐 선발된 것은 2009년부터이며 2018년까지 2,419명의 전문상담교사가 선발되어 초등, 중등, 고등학교에 배치되었다. 본 연구 의 목적은 2009년부터 2019년까지 실시된 13차례의 임용시험문항을 분석해 선발시험의 타당 성을 검증하고 출제동향을 분석하는 것이다. 이를 위해 한국교육과정평가원(KICE)의 ‘[전문상 담교사]의 자격기준과 평가 영역 및 평가 내용 요소(2009)’을 토대로 7개 과목 중 출제비율이 가장 높은『상담이론과 실제』과목의 문항을 분석하였다. 분석결과 25개 평가내용요소 중 단 14개에서만 문제가 출제되었고, 이 중 5개 요소에서 80%가량이 출제되는 등 출제의 불균형이 발견되었다. 출제된 문제의 내용면에서는 ‘상담이론’이 ‘상담실제’ 보다 2배가량 많이 출제되 었고, 출제된 문제의 유형면에서는 ‘선택형과 기입형’이 ‘서술형과 논술형’보다 2배가량 많이 출제되었다. 한편 평가내용요소 중 중복되는 부분과 분류가 적합하지 않은 부분을 찾을 수 있었다. 본 연구 결과 평가 영역과 내용요소의 재구성 및 출제 비율의 재편성이 요구되었고, 시대적 요청과 학교상담현장의 다양화, 전문화에 따라 평가기준과 내용의 수정이 시급한 것 으로 나타났다. 이에 따라 11년간 13차례의 출제문항의 분석 결과를 바탕으로 한『상담이론 과 실제』과목에 대한 평가기준 개정안을 제시하였고, 후속연구를 위한 제언을 추가하였다.

Professional school counselors have been selected since 1999, but only 2,419 professional school counselors were selected from 2009 through 2018. The purpose of this study is to analyze 13 appointment test questions conducted from 2009 to 2019 to verify the validity of the selection test and analyze the trends of the test. For this purpose, based on KICE's 'Quality Consultation Teacher's Qualification Criteria, Evaluation Areas and Evaluation Content Elements (2008)', the 'Theory and Practice of Counseling', which has the highest percentage of questions, The questions were analyzed. The analysis found that there was an imbalance in the test results, with only 14 out of 25 assessment elements, and about 80 percent of five of them being published. In terms of the questions, the 'counseling theory' is about twice as many as the 'counseling practise', and in terms of the types of questions, 'selective and written' are about twice as many as 'description and essay'. On the other hand, it was found that there were overlapping parts of the evaluation content elements and parts where the classification was not appropriate. As a result of this study, reassessment of the evaluation area and contents elements and reorganization of the ratio of questions were required, and it was urgent to revise the evaluation criteria and contents according to the requests of the times and the diversification and specialization of school counseling sites. Accordingly, based on the analysis results of 13 questions in this 11 year period, the revised evaluation criteria for “Theory and Practice of Counseling” were proposed and suggestions for further research were added. of consultation' was proposed, and suggestions were added for follow-up research.

This paper examine on the Lawyer Selection system in Japan and Korea. The law school system in Japan started on April 1, 2004 and carried out lawyer selection examination at first time on May 18, 2006. In Korea, the law school system started on March 1, 2008 and the lawyer selection examination will be carried out in 2011. This paper examine the type of exam questions in Japan system conducted more than 4 years ahead and looks to anticipate appearance of the test conducted in our country. I think that the looking at th Japan's exam questions will give us considerable suggestions in many respects.

본 연구는 영어권 학술지를 대상으로 개발된 dos Santos(2026)의 8대 영역 프레임워크를 비영어권 학술지에 최초로 적용한 연구로서, 한국 KCI 등재 음악치료 학술지의 지식 생산 구조가 지닌 실증적 특성과 국제 학계와의 구조적 경향 차이를 규명하는 것을 목적으로 한다. 2016년부터 2026년까지 한국음악치료학회지(KJMT)와 인간행동과 음악연구(JMHB)에 게재된 234편을 대상으로, Loeb et al. (2017)의 서술적 분석 방법론에 따라 각 논문의 연구 질문을 8대 영역, 목적(서술적·설명적·규범적·관계적), 개방성(매우닫힘·닫힘·열림·매우열림)으로 코딩하였으며, dos Santos(2026)의 국제 데이터를 맥락적 참조 기준으로 활용하였다. 분석 결과, 한국 음악치료 연구는 음악치료실제(39.7%)와 전문직(26.1%) 두 영역에 전체의 65.8%가 집중되었으며, 전문직 비율은 국제 수준(10.9%)의 약 2.4배에 달하였다. 연구 성찰(17.1%)은 국제 수준(4.8%)을 크게 상회한 반면, 뮤지킹(Musicking, 3.0%)과 개념적 이해(2.6%)의 비율은 극히 낮았다. 연구 질문의 개방성에서는 닫힘(F) 질문이 77.8%를 차지하여 폐쇄적 질문(TF+F)이 84.2%에 이르렀다. 특히 질문의 전제 자체를 성찰하는 매우열림(VO) 질문은 10년간 단 한 편도 나타나지 않았다. 두 학술지 간에는 뚜렷한 구조적 차이가 확인되어, KJMT는 전문직(42.7%) 중심인 데 비해 JMHB는 음악치료실제(50.9%) 중심이었으며, 뮤지킹 7편 전체가 JMHB에서만 게재되었다. 본 연구는 한국 음악치료 학계가 임상 효과와 음악치료사에 관한 물음은 반복해 온 반면, 음악 경험 그 자체와 연구의 전제를 향한 물음은 거의 제기하지 않았음을 실증적으로 확인하였다. 이는 연구자·교육자·학술지 편집자가 보다 다양하고 균형 잡힌 연구 질문을 형성하는 기초 자료가 되며, 예술치료 학계 전반의 메타적 성찰에 기여할 것이다.

This study is the first to apply dos Santos's (2026) eight-domain framework to non-English-language literature, analyzing the knowledge production structure of Korean KCI-indexed music therapy journals. Using Loeb et al.'s (2017) descriptive analysis, research questions of 234 articles in KJMT and JMHB (2016–2026) were coded by domain, purpose, and openness. Music Therapy Practice (39.7%) and Profession (26.1%) comprised 65.8%; Profession was 2.4 times the international level. Research Processes (17.1%) far exceeded it, while Musicking (3.0%) and Concepts (2.6%) were scarce. Closed questions (TF+F) reached 84.2%, with no Very Open question in a decade. KJMT centered on Profession (42.7%), JMHB on Practice (50.9%). All musicking articles were in JMHB. Korean music therapy has repeatedly asked about clinical effectiveness and therapists, rarely questioning musical experience or its own premises. The findings support balanced questions and meta-level reflection across arts therapies.

논자는 깨달음에 대한 홍창성의 언어철학적 분석에 대해 검토해 보고, 두 가지반론에 대해서 살펴보았 다. 첫째, 깨달음은 정의상 깨달음의 역설과 직면하게되며 그러므로 철학적으로 그 존재를 인정할 수 없다. 둘째, 깨달음은 사적언어이므로 객관적인 것일 수 없다. 논자는 이 두 문제는 깨달음을 언어적, 분석적으로 해석하려는 데서 발생하는문제라는 것을 분석적 방 법을 통해서 보여주려 하였다. 논자는 비트겐슈타인의언어철학과 선사상 언어철학과의 유사성을 살펴 보고, 선사상의 메타언어적의미에 대한 새로운 해석을 통해서 이러한 문제를 해결하려 하였다. 논자가 보기에, 깨달음에 대한 논리적, 언어적 반론에서 보여지는 깨달음은그들에게 알려지고 이해된 그들 방식의 깨달음이지 선문의 깨달음 자체가 아니다. 따라서 반론 자체가 애초에 성립할 수 없는 것처럼 보인다.

We examined Hong’s philosophical analysis of language on the Enlightenment and investigated for two kinds of objections. First, by definition of Enlightenment, Enlightenment is faced with the paradox of that, therefore its existence can not be accepted philosophically. Second, Enlightenment can not be objective because it is a private language. We think that these two problems occur on interpreting two kinds of objections linguistically and analytically. And we try to show this through analytical methods. We investigated in the similarity between Wittgenstein’s philosophy of language and philosophy of language in Zen. We try to solve these issues through a new interpretation about meta-linguistic meaning of Zen. We think, Enlightenment presented in the logical and linguistic objections is one that they understand in their's way. Therefore it seems that objections in themselves can not be established from the first.

이 글은 2005학년도부터 2010학년도까지의 수학능력시험 한국근ㆍ현대사 과목의 문항을 분석한 글이다. 이를 통해 수능시험 한국근ㆍ현대사 과목의 출제 경향과 향후 전망이 가능하기를 바란다. 이 글을 통해 확인할 수 있는 것은 수능시험 한국근ㆍ현대사 과목은 정치사와 사회사에 편중된 경향을 보였다는 점, 해방 이전 시기에 대한 출제가 해방 이후 시기에 대한 출제에 비해 압도적인 비중을 차지한다는 점, 문항 소재는 일제의 침략과 그에 대한 우리 민족의 저항이나 독재에 대한 우리 민족의 저항 등 주로 정치사와 사회사에 관한 것으로서 한국근ㆍ현대사과목이 지향하고 있는 가치를 잘 보여준다는 점 등의 특징을 갖는다고 할 수 있다. 이러한 특징을 수능시험 한국근ㆍ현대사 과목이 상당히 민족주의적 편향성을 갖는다는 것을 의미한다. 이는 한국근ㆍ현대사 교육이 민족주의적인 성격이 강하다는 것을 반증하는 것이기도 하다. 이러한 성격은 이른바 ‘세계화시대’의 역사교육의 지향성과는 일정한 거리가 있다고 생각된다. 따라서 향후 한국근ㆍ현대사 교육은 일제의 식민지 지배정책이나 세계사와의 관계 속에서 이루어져야 한다고 판단된다. 이는 곧 한국근ㆍ현대사 교육에서만이 아니라 역사교육 전반에서 이루어져야 할 일이라 생각된다.

This paper analyzes questions of Korean modern and contemporary history subject in College Scholastic Ability Test from 2005 through 2010. It is our hope that our study will contribute to drawing the future prospect of the trend of examination questions in Korean modern and contemporary history subject. Our finding shows that Korean modern and contemporary history in College Scholastic Ability Test tend to give too much importance to political and social history, and questions regarding history before liberation from Japan overwelmingly outnumber those concerning the period after liberation. Further, subject matters of the questions mostly concern Japan’s invasion of Korea and Korea people’s resistance and Korean people’s resistance against dictatorship, reflecting the values that Korean modern and contemporary history subject intends to aim for. This means that Korean modern and contemporary history subject exhibits nationalistic inclination to a great extent, suggesting that Korean modern and contemporary history education has strong nationalistic character. This seems to be a move somewhat distant from the goal of history education in this ‘global age’. In light of this, we suggest that future Korean modern and comtemporary education should be carried out considering Japan’s colonial policy or context of world history. In fact, this should be done in the entire curriculum of history education, not just in Korean modern and contemporary history education.

본고에서는 2009개정교육과정에 의해 치러지고 있는 수능 일본어Ⅰ의 문법 문항을 ‘형태 중심 문항’ ‘의미 중심 문항’ ‘화용 중심 문항’으로 분류하여 각 유형별 특징과 출제 경향을 논하였다. 그 결과, ‘형태 중심 문항’은 활용형 및 접속 형태 등에 초점이 놓인 유형과 문장의 의미에 알맞은 형태에 초점이 놓인 유형이 있으며, 두 유형 모두 교과서와의 연계성이 매우 낮았다. ‘의미 중심 문항’은 의사소통 기능이 비교적 고르게 출제되고는 있으나 교육과정에서 제시한 예시문과 부합되지 않는 경우가 많았다. 이와 같은 문법 문항의 출제 경향은 지도 교사 및 학습자의 부담을 가중시킬 뿐만 아니라 교육과정과 교과서의 신뢰성을 약화시키는 결과를 초래한다. 수능 일본어Ⅰ에 출제되는 문항은 교과서를 전제로 문항이 구성되어야 하며, 이를 위해서는 교과서 제시된 문법 사항을 분석하는 과정이 필요하다. 또한, 문법은 ‘형태, 의미, 화용’의 3요소로 구성되어, 각각의 영역에 알맞은 표현을 사용해야 한다. 그러나 수능 일본어Ⅰ의 문법 문항을 보면, 의미 및 기능 중심 문항이 가장 많이 출제되며, 다음으로 형태 중심 문항이 출제되었고, 화용 중심 문항은 거의 출제되지 않고 있다. 의사소통 중심의 문법 교육에서는 실제 언어생활에서 해당 문법 사항을 언제, 어떻게 사용하는가에 관한 정보가 매우 중요하기 때문에 문법의 3요소가 균형 있게 출제될 수 있도록 요소별 평가 항목을 명확히 설정하여 문항을 구성할 필요가 있다. 교육과정은 교육 목표를 달성하기 위해 교육 내용을 체계적으로 계획･구성한 것으로, 교과서와 연계되어야 함은 당연하다. 평가 또한 이를 바탕으로 이루어져야 평가의 객관성이 보장될 수 있을 것이다.

This paper presents a classification of grammar questions of Japanese Language I for the College Scholastic Ability Test following the revised 2009 curriculum into “form-centered,” “meaning-centered,” and “'pragmatics-centered,” questions and then discusses the characteristics and trend of each type of question. In the results, the “form-centered question” included the type focusing on conjugated/joint forms and the type focusing on proper forms for sentence meanings, and both types showed very low connections with the textbook. Even though the “meaning-centered question” appeared relatively commonly for the purpose of communication, many cases were not in accordance with the examples presented in the curriculum. Therefore, questions of Japanese Language I for the College Scholastic Ability Test should be composed based on the textbook, which would need the process of analyzing the grammar as suggested by the textbook. Furthermore, the grammar is composed of three elements namely “form, meaning, and pragmatics,” and proper expressions for each area should be used. In communication-centered grammar education, the information about when/how to use the relevant grammar in the actual language life is very important, so that it would be necessary to compose questions by clearly setting up evaluation items for each element to maintain the balance among the three elements of grammar.

자연어 질문에 대해 답변을 찾아 제공하는 질의응답시스템의 오류에 가장 큰 영향을 미치는 요소 중 하나가 질문으로 정답을 포함하고 있을 만한 문서나 단락을 검색하는 단계이다. 검색의 성능 향상을 위해서는 정답 포함 문서 및 단락의 특징을 잘 이해해야 한다. 본 논문은 질문, 정답 포함 문서, 정답 미포함 문서로 구성된 말뭉치를 사용하여 정답 문서에는 질문 단어가 얼마나 많이 출현하는지, 출현 위치는 어떻게 분포하는지, 질문과 정답 문서의 주제는 얼마나 유사한지 등을 실험적으로 분석한다. 이를 통해 질의응답시스템을 위한 기존의 검색 연구 결과들에 대한 원인을 설명하고 효과적인 검색 단계의 필요 요소에 관해 논의한다.

One of the factors that have the greatest influence on the error of the question answering system that finds and provides answers to natural language questions is the step of searching for documents or passages that contain correct answers. In order to improve the retrieval performance, it is necessary to understand the characteristics of documents and passages containing correct answers. This paper experimentally analyzes how many question words appear in the correct answer documents, how the location of the question word is distributed, and how the topic of the question and the correct answer document are similar using the corpus composed of the question, the documents with correct answer, and the documents without correct answer. This study explains the causes of previous search research results for question answer system and discusses the necessary elements of effective search step.

본 연구는 스포츠 열정 척도의 양호도 분석과 이에 따른 문항을 재구성하는데 그 목적이 있다. 이원론적 열정이론 에서 파생된 스포츠 열정은 조화열정과 강박열정으로 구성되어 있으며, 스포츠 참여자를 중심으로 적용되는 척도이다. 이러한 스포츠 열정 척도는 현재 타당화를 위한 분석이나 적합도 검증이 이루어지고 있지 않는 실정이다. 따라서 본 연 구는 문항반응이론을 적용하여 스포츠 열정 척도의 응답자 신뢰도, 문항 신뢰도, 척도의 곤란도, 적합도 및 응답범주의 적절성 등을 평가하였다. 구성타당도(탐색적･확인적 요인분석)를 분석하기 위하여 SPSS 18.0, Amos 20.0을 사용하 였으며, 다국면 Rasch 모형을 분석하기 위하여 Facet 3.61 프로그램을 사용하였다. 마지막으로 연구결과를 요약하면 다음과 같다. 첫째, 탐색적 요인분석과 확인적 요인분석을 실시하여 3문항을 삭제한 결과 구성타당도를 입증하였다. 둘 째, 응답자 신뢰도와 문항 신뢰도의 Infit·Outfit 지수는 기준치를 만족하였으나, 더 많은 문항이 필요한 것으로 나타났 다. 셋째, 곤란도와 적합도 검증 결과 3개 문항의 Infit･Outfit 지수가 기준치를 만족하지 못하였다. 넷째, 성별, 연령, 학 력에 따른 문항 곤란도 차이는 존재하지 않았으나 50대와 60대의 Infit·Outfit 지수가 낮게 나타났다. 다섯째, 응답범 주 분석 결과 4점 척도 범주가 적절한 것으로 분석되었다.

The purpose of this study was to analyze the fitness of the sports passion scale and reconstruct the items. The sport passion scale derived from the dualistic passion theory consists of harmonious passion and obsessive passion, and is applied to sports participants. But such a sports passion scale has not currently validated or tested for goodness of fit. Therefore, this study evaluated respondent reliability, item reliability, difficulty level, goodness of fit and appropriateness of response category of sports passion scale by item response theory. SPSS 18.0 and Amos 20.0 were used to analyze construct validity (exploratory and confirmatory factor analysis), and Facet 3.61 program was used to analyze the many facet Rasch model. Finally, the results of the study are summarized as follows. First, the results of deleting 3 items by exploratory factor analysis and confirmatory factor analysis were conducted to confirm the construct validity after. Second, Infit･Outfit Index of respondent’s reliability and item reliability meets standard value, but more items were needed. Third, the results of verifying difficulty level and goodness of fit of scale revealed the Infit･Outfit index of three items did not meet the standard value. Fourth, there was no difference in the difficulty level according to gender, age, education, but Infit･Outfit index of 50s and 60s showed low. Fifth, the response category analysis showed that the 4 - point scale was appropriate.

본 연구는 대학수학능력시험 영어영역 읽기지문의 문항 유형별 응집력과 어휘정보를 파악하기 위해 코퍼스 기반 분석을 실시하였다. 본 연구에서는 한국교육과정평가원에서 제시하는 여섯 가지의 문항유형을 세가지의 범주, 즉 맥락읽기, 세부읽기, 간접쓰기로 나누어 분석하였다. 이를 위해 처음 수능이 실시된 1994학년도부터 2017학년도까지의 수능 영어영역의 읽기지문의 코퍼스를 구축한 후, 코메트릭스 3.0을 활용하여 해당 코퍼스를 분석하여 각 문항들의 응집력과 어휘정보의 차이를 살펴보았다. 연구 결과 표층응집성 지표에서는 명사중복 측정치와 어간중복 측정치에서 통계적으로 유의미한 차이를 보였다. 연결사 지표에서는 역접의 연결사와 추가의 연결사에서 통계적으로 유의미한 차이를 보였다. 어휘정보 지표의 결과에서는 대명사의 발생정도, 습득나이 측정치, 내용어의 구체성 측정치, 심상성 측정치, 유의미성 측정치에서 통계적으로 유의미한 차이를 보였다. 이러한 문항유형간 응집력과 어휘정보 분석에 대한 정보는 교과서 집필 및 수능시험 출제에 활용될 수 있을 것이며, 학생들이 직접적으로 활용할 수 있는 읽기전략으로 활용 될 것으로 기대된다.

The aim of this study was to analyze cohesion and word information among different types of questions in the English reading section of the College Scholastic Ability Tests (CSAT). The types of questions were divided into three categories: macro reading, micro reading, and indirect writing. Reading texts from 1994 to 2017 CSAT were analyzed by Coh-Metrix, an automated evaluation program of text and discourse. The findings of this study indicated that there were statistical differences among the three categories of questions for noun overlap, stem overlap, adversative and contrastive connective, additive connective, pronoun incidence, age of acquisition, concreteness for content word, imagability, and meaningfulness. The information of the findings bore pedagogic implications for developing textbooks, questions for CSAT, and reading strategies by students.

In this thesis, conversational & structural features of echo question in the Russian colloquial discourse, and the difference between conversational structure and discourse function of repetitive question along with the preceding speech have been addressed. repetitive question is type of a speech that realizes both ‘repetition’ and ‘question’, and the ‘right to answer’ and ‘stimulating function of consequent utterance’ for the preceding utterance coexist in this speech. Meanwhile, repetitive question is a speech that occurs when there is a lack of understanding in the practical condition and receptive condition of the speech intended to utter. In terms of the practical condition, it realizes ‘confirmation of understanding question’, ‘deepening of understanding question’ and ‘examination of understanding question’. Furthermore, in terms of the receptive condition of the speech, it realizes ‘problem raising question’, ‘invalidating question’, and ‘examination of understanding question’.