Ⅴ. 결론 및 정책적 제언
2. 정책적 제언
용 능력의 일부로 볼 수 있다(Bachman, 1990; Bachman & Palmer, 1996; Brown, 2007). 둘째, 시험의 환류효과(washback effect)로서 교실 수업에서 TEE 및 회화중
대학수학능력시험 외국어(영어) 영역 시험의 지시문, 질문 및 선택지를 영어로 제시하는 정책방안의 교육적 효과 연구
참고 문헌
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford:
Oxford University Press.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York: Longman.
Cohen, A. (1994). Assessing language ability in the classroom (2nd edition). Boston, MA: Heinle & Heinle
Chun, Hyehyun. (2005). The effects of contents, pretasks and question types on Korean college students’ lecture listening comprehension. Korean Journal of Applied Linguistics, 21(1), 241-264.
Park, G. P. (2000). The effect of question presentation and question type on listening comprehension. English Teaching, 55(1), 141-156.
Park, G. P. (2001). The effects of linguistic ability, background knowledge, and question types on EFL listening comprehension ability. English Teaching, 56(2), 245-263.
Rahimi, M. (2007). L2 Reading Comprehension Test in the Persian Context:
Language of Presentation as a Test Method Facet. The Reading Matrix, 7(1), 151-165.
Shohamy, E. (1984). Does the testing method make a difference? The case of
대학수학능력시험 외국어(영어) 영역 시험의 지시문, 질문 및 선택지를 영어로 제시하는 정책방안의 교육적 효과 연구
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reading comprehension. Language Testing, 1, 199-215.
Shohamy, E., & Inbar, O. (1991). Validation of listening comprehension tests: The effect of text and question type. Language Testing, 8(1), 23-40.
ABSTRACT
The effects of the language (Korean vs. English) of directions, questions, and choices used in an English test
in the National Scholastic Ability Test (NSAT)
Yun, Jeehwan Lee, Moonbok Kim, Yong-myeong
The primary purpose of this study was to investigate the influence of the language (i.e., Korean vs. English) of directions, questions, and choices used in an English test in the National Scholastic Ability Test (NSAT) on student test results.
In addition, this study also examined how the influence of the language used varied according to a student’s achievement level, school region, and gender. In order to achieve these purposes, this study analyzed the English test results of 641 second-grade high school students from eight high schools from seven different regions.
The overall results of this study indicate that the language of directions, questions, and choices in the English test had a significant influence on the students’ reading comprehension test scores, but not on their listening comprehension test scores.
More specifically, students who took the English test with directions, questions, and choices written in Korean obtained higher scores on the reading comprehension test than those who took the English test in which the directions, questions, and choices were written in English.
In addition, the influence of the language of directions, questions, and choices in
대학수학능력시험 외국어(영어) 영역 시험의 지시문, 질문 및 선택지를 영어로 제시하는 정책방안의 교육적 효과 연구
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the English test varied according to student achievement level, school region, and gender. First, with respect to student achievement level, language affected both the reading and listening test results of high-level students; that is, the high-level students, who took the test written in Korean, obtained higher scores (M ＝ 5.33 for reading, M ＝ 17.27 for listening) than the high-level students who took the test written in English (M ＝ 4.13 for reading, M ＝ 16.25 for listening). For students at a middle level, language affected only reading test results; that is, the middle-level students, who took the test written in Korean, obtained higher scores (M ＝ 3.55 for reading) than the high-level students who took the test written in English?) (M ＝ 2.54 for reading). For students at a low level, however, the language affected neither reading nor listening test results; that is, the language of directions, questions, and choices in the test did not influence the low level students’ reading and listening test scores. Second, in terms of school region, the language affected both reading and listening test results of students from a school in a mid-size city;
that is, students from a school in that area obtained better reading and listening scores when they took the test written in Korean (M ＝ 5.53 for reading, M ＝ 17.92 for listening) than those who took the test written in English (M ＝ 4.70 for reading, M ＝ 16.09 for listening). For students from schools in a big city or a rural area, the language affected only reading test results; that is, the students from the schools in the big city obtained better scores in the reading test written in Korean (M ＝ 3.62 for reading) than those who took the reading test written in English (M ＝ 2.65 for reading); the students from the schools in the rural area obtained better scores in the reading test written in Korean (M ＝ 4.57 for reading) than those who took the reading test written in English (M ＝ 3.83). For students from a school in Seoul, however, the language had little affect on either reading or listening test results;
that is, the language of directions, questions, and choices in the test did not influence those students’ reading and listening test scores. Last, in terms of gender, the language affected only the reading test results of both male and female students; that is, male students who took the test written in Korean (M ＝ 4.28 for
reading) obtained higher scores than male students who took the test written in English (M ＝ 3.56). Likewise, female students who took the test written in Korean (M ＝ 4.09 for reading) obtained higher scores than female students who took the test written in English (M ＝ 3.01).
Since the NSAT was introduced, the English test in the NSAT has not varied in terms the way of controlling the level of difficulty. However, this study proved that the language of directions, questions, and choices used in the English test can be used as a new way of controling the level of difficulty in the test. particularly for the high-level students. Furthermore, using directions, questions, and choices written in English in the English test is meaningful even in terms of washback effect, face validity, and authenticity of the test. Therefore, as an educational policy for the English test in the NSAT, this study suggests that the directions, questions, and choices written in English be used in the English test in the NSAT. Probably, some problems in implementing this policy can be expected at both schools and the KICE, but the problems can be solved with sufficient preparation. However, educational effects of the policy would be more significant in various aspects than the problems.
부 록
[부록 1]
한국어 문두(지시문, 질문) 및 선택지 시험
성별( 남, 여 ) 학교__________ 학번______________ 성명_____________
1번부터 21번까지는 듣고 답하는 문제입니다. 방송을 잘 듣고 답을 하기 바랍 니다. 듣는 내용은 한 번만 방송됩니다.
1.
대화를 듣고, 여자가 구입할 물건을 고르시오.2.
대화를 듣고, 남자의 심정으로 가장 적절한 것을 고르시오.① sad and regretful ② nervous and upset
③ sorry and apologetic ④ relieved and grateful
⑤ delighted and satisfied
대학수학능력시험 외국어(영어) 영역 시험의 지시문, 질문 및 선택지를 영어로 제시하는 정책방안의 교육적 효과 연구
① driver ─ bicyclist ② driver ─ walker
③ police officer ─ walker ④ police officer ─ bicyclist
⑤ police officer ─ driver
6.
대화를 듣고, 남자가 토요일에 할 일로 가장 적절한 것을 고르시오.8.
대화를 듣고, 남자가 지불해야 할 금액을 고르시오.① $450 ② $470 ③ $500 ④ $720 ⑤ $740
9.
대화를 듣고, 두 사람이 대화하는 장소로 가장 적절한 곳을 고르시오.① 병원 ② 은행 ③ 음식점
④ 편의점 ⑤ 우체국
10.
대화를 듣고, 여자가 전화를 건 목적으로 가장 적절한 것을 고르시오.① 애완견의 진료를 예약하려고
② 잃어버린 애완견을 찾으려고
③ 애완견의 퇴원을 연기하려고
④ 애완견의 치료비를 알아보려고
⑤ 동물 병원의 위치를 문의하려고
11.
다음 자료를 보면서 대화를 듣고, 여자가 구입할 휴대 전화를 고르시오.①
②
③
④
⑤
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12.
다음을 듣고, 방송에서 언급하지 않은 내용을 고르시오.① 외국인 관광객의 증가 ② 청량음료에서 유해 물질 발견
③ 새로운 인공위성 발사 ④ 조류 인플루엔자로 인한 피해
⑤ 피카소 특별 전시회 개최
13.
다음 그림의 상황에 가장 적절한 대화를 고르시오.① ② ③ ④ ⑤
14.
대화를 듣고, 남자의 마지막 말에 대한 여자의 응답으로 가장 적절한 것을 고르시오.Woman:
① I hear the telephone company is downsizing.
② I’d like to charge this call to my home phone.
③ You can pay the bill online from your account.
④ We’ve already paid the phone bill for this month.
⑤ Perhaps we’ve called our kids’ cell phones too much.
15.
대화를 듣고, 여자의 마지막 말에 대한 남자의 응답으로 가장 적절한 것을 고르시오.Man:
① You mean I have to do all that work again?
② Don’t forget to save your work after editing.
③ Well, I have to find the paper by myself.
④ Wow, you’ve got a really nice computer.
⑤ Why don’t you change the battery?
16.
대화를 듣고, 남자의 마지막 말에 대한 여자의 응답으로 가장 적절한 것을 고 르시오.Woman:
① I think you’ve got a problem.
② Please wait for me to finish this.
③ This new game is really fascinating.
④ You’ve got to install the newest version.
⑤ Sorry, maybe I didn’t explain clearly enough.
17.
다음 상황 설명을 듣고, Eric이 Chelsea에게 할 말로 가장 적절한 것을 고르시오.Eric:
① Reading subtitles can be fun.
② Do you think we’ll win this time?
③ I wish I could live without examination.
④ Come on, you need to relax sometimes.
⑤ How about going to see an English film?
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듣기 점수
[18~19] 다음을 잘 듣고 물음에 답하시오.
18.
무엇에 관한 설명인지 고르시오?① 잡지 투고 안내 ② 잡지 창간 배경
③ 잡지 편집 규정 변경 ④ 잡지 사진 기자 모집
19.
잡지에 관한 내용과 일치하지 않은 것을 고르시오?① 학교 정보와 행사를 다룬다. ② 이번 호 주제는 기후변화이다.
③ 두 달에 한 번 발행된다. ④ 주제와 관련된 사진도 받는다.
[20~21] 다음을 잘 듣고 물음에 답하시오.
20.
무엇에 관한 설명인지 고르시오?① 폼페이의 난방 시스템 ② 폼페이의 전형적인 부엌
③ 폼페이의 전통 요리법 ④ 폼페이에서 요리 시 사용하는 연료
21.
연기를 밖으로 내보내는 기능 외에 굴뚝의 또 다른 기능으로 대화에서 언급된 것은?① 물을 모으기 위해 ② 햇빛이 들어오도록 하기위해
③ 홍수를 예방하기위해 ④ 주방기구들을 말리기 위해
이제 듣기․말하기 문제는 끝났습니다. 22번부터는 문제의 지시에 따라 답을 하기 바랍니다.
22.
다음 글을 쓴 목적으로 가장 적절한 것은?We are Ms. Brown’s twelfth grade art class. We are concerned about the future of art classes at our school, so we hope that you will agree with the points that we raise in our letter. As you know, school funding has been cut, so that instead of coming to school every day, Ms. Brown now only comes once a week. As a result, many art classes have been canceled. Research studies say that art can help relieve stress as well as help students achieve higher levels of concentration in all subjects. The school funding for art classes should be secured. We hope that you will seriously consider our need.
① 미술 강좌에 대한 지원을 요청하려고 ② 미술관 운영비 삭감에 항의하려고
③ 미술 전시회 개최를 홍보하려고 ④ 미술 강사의 교체를 건의하려고
⑤ 수강료 인하를 요구하려고
23.
출산 장려책에 대한 필자의 주장으로 가장 적절한 것은?Our nation is suffering from a continuously declining birth rate. Last year, the birth rate per woman registered 1.13, the lowest among the member countries of OECD. The OECD recommended four major steps to effectively increase the birth rate-expanding financial support to parents, job opportunities for women, and child care facilities and guaranteeing maternity or paternity leave for workers. Of them, I want to emphasize financial support to parents through enhanced tax benefits. OECD members provide a great tax incentive to working couples that have two children.
But our nation provides few tax benefits. It is predicted that the expansion of tax cuts to parents will increase the birth rate greatly.
① 출산 휴가를 늘려야 한다. ② 보육 시설을 확충해야 한다.
③ 무상 교육을 확대해야 한다. ④ 세제상의 혜택을 주어야 한다.
⑤ 여성의 취업 기회를 늘려야 한다.
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24.
다음 글의 주제로 가장 적절한 것은?You can be trapped in do-your-best nonsense. Perhaps there are some significant cases when you truly want to do your best. But in the vast majority of activities, having to do your best, or even having to do well, is an obstacle to doing. Don’t spoil potentially pleasurable activities because of perfectionism. Try changing “Do your best” to simply “Do.” If you have perfect standards for yourself, you won’t do much because perfect is not a concept that applies to human beings. God can be perfect, but you, as a person, need not apply such ridiculous standards to your behavior.
① 완벽주의의 함정 ② 대인 관계의 중요성
③ 긍정적인 태도의 힘 ④ 합리성의 판단 기준
⑤ 방관적 태도의 문제점
25.
다음 글의 내용과 일치하지 않는 것은?The least successful annual conference was in 1985 when the Association of British Travel Agents went to Pompeii. The flight was delayed because of fog. Many people were ill because of something they ate in the plane.
The Minister of Development was to give a speech, so a local travel agent decided to airdrop 3,500 roses as a gesture of friendship. As the Minister began his speech, a plane flew low over the audience and dropped the roses, but they landed outside the forum. No one heard the speech because of the engine noise. Five times the plane passed over Pompeii, and each time the roses landed on Mt. Vesuvius. The last time it flew so low that it forced the people to lie on the ground.
① 회의 참석자들이 탄 비행기가 연착했다.
② 기내식을 먹고 탈 난 사람들이 많았다.
③ 비행기의 소음이 장관의 연설을 방해했다.
④ 장미가 Vesuvius 산 위로 떨어졌다.
⑤ 비행기의 날개가 회의장 건물에 부딪혔다.