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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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결과 내 검색 동의어 포함

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The current study examines the text difficulty of English listening materials in the College Scholastic Ability Test (CSAT). It classifies the forms of spoken language into two categories, dialogues and monologues, and two testing types, the 2014-2017 norm-referenced testing and the 2018-2021 criterion-referenced testing. The interconnection between the two testing types and the two forms of spoken language has not been much researched. Therefore, this study could shed light on whether the text difficulty of different forms of spoken language (dialogues and monologues) changed in the CSAT after the testing type changed. For the study, the corpus consists of 149 listening texts from the scripts of the 2014 to 2021 CSAT. Coh-Metrix is adopted as the textual assessment tool to analyze descriptive measures, readability, and text easability. These Coh-Metrix indices are all directly related to the text difficulty. The comparison between the two testing types identifies that dialogues, unlike monologues, tend to change in the text difficulty. The comparison between the two forms of spoken language shows that monologues tend to be more difficult than dialogues in both norm- and criterion-referenced testing. Implications of this research for classroom and curriculum development are also discussed.

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기사명 저자명 페이지 원문 목차
Factors influencing Korean EFL learner satisfaction in online English learning classrooms Young Ah Cho p. 1-20

(A) critical review of critical literacy research in the context of English teaching as a foreign language Seonmin Huh p. 21-41

Engaging college students in self- and peer-assessment in an English class Misook Kim p. 43-63

(A) comparison of text difficulty in 2014-2021 CSAT English listening materials between testing types and between language forms Jiyoung Lee p. 65-86

Effects of task-based intercultural instruction on EFL students’ intercultural competence and language abilities Yuping Sun, Na-Young Kim p. 87-113

텍스트 마이닝을 활용한 초등 예비교사의 영어 수업분석 관점 탐색 = Understanding pre-service elementary teachers’ viewpoint on the analysis of English lesson using text mining 강정진, 김종민 p. 115-139

초·중·고등학교 영어 읽기지문의 난이도와 연계성 분석 연구 : A study on the difficulty and continuity analysis of elementary, middle and high school English reading texts : focusing on the 2015 revised English textbooks / 2015 개정 영어교과서를 중심으로 배지영, 김규미 p. 141-162

온라인 영어 독서프로그램의 참여도에 영향을 미치는 요인의 구조적 관계 연구 = A study on the structural relationship of factors determining participation rate of online English reading program 이지숙, 김정렬 p. 163-185

IPA 기법을 활용한 영어교사 역량의 중요도와 실행도 분석 = The analysis of importance-performance level for English teachers’ competencies using IPA method 임수연, 임은영 p. 187-210

음성대화기반 챗봇 EBSe AI 펭톡에 대한 초등학생 인식 조사 = A survey of elementary school students’ recognition on the dialogue-based chatbot - EBSe AI Pengtalk 최원경 p. 211-231

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