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A Mismatch Between Testing and Reading Curricular Objectives for High School
오준일 팬코리아영어교육학회 2004 영어교육연구 Vol.16 No.4
In an effort to address whether the reading curricular objectives for high school are adequately represented in the English component of the national college entrance exam battery, the study examines the extent of passage dependency that is manifested in expert readers’ performance on a multiple-choice item type, determination of titles, which is very frequently employed in the national college entrance exam. Four expert readers were contacted individually and asked to complete 15 title-identification tasks. They were exposed to increasing amounts of input texts for title identification so that the extent of passage dependency could be determined. Results indicate that correct choices could be selected on the basis of minimal sampling of textual information, and that many alternatives did not function properly. This demonstrates a mismatch between curricular objectives and testing. It is suggested, therefore, that longer texts be used in the exam, that test item types be varied to tap test-takers’ abilities that correspond to the curricular objectives, and that efforts be exerted to ensure a faithful representation of curricular objectives in test design and item writing.
Exploring the Effects of Tablet PC-Based English Learning
오준일,이희경,박명수,조윤경 한국영어교육학회 2014 ENGLISH TEACHING(영어교육) Vol.69 No.3
The present study sought to investigate whether Korean learners would benefit from tablet PC-based English learning and how they and their instructors would perceive the relatively new mobile technology as a language learning and teaching tool. To this end, 161 young learners and 57 instructors at private English institutes in several cities in Korea took part in the present study. For three months, the learners received one of two forms of instruction, one based on traditional paper-based materials and the other via tablet PC-based materials. Analyses of the listening and reading tests and of the questionnaire responses, followed by student interviews, indicate that the learners may benefit from tablet PC-based English programs, especially in their reading skills and their learning autonomy. Furthermore, the learners’ beliefs in the effectiveness of tablet PC-based instruction were found to be stronger than among the instructors. Pedagogical implications and future research directions are discussed.
오준일,신유선 팬코리아영어교육학회 2020 영어교육연구 Vol.32 No.2
The study examined the linguistic complexity levels of reading passages in the College Entrance English Examination (CEEE) and compared them with those in English II and the Scholastic Ability Test (SAT). Reading passages from the three most recently administered papers of the CEEE, two randomly selected English II textbooks, three English papers of the SAT were compiled into corpora and analyzed by VocabProfile and L2 Syntactic Complexity Analyzer to assess their lexical and grammatical complexity levels. VocabProfile analyses indicated that the lexical level of the CEEE was slightly higher than that of the textbooks but considerably lower than that of the SAT. To reach 98% coverage, 4,859, 3,918, and 7,814 word families were required for the CEEE, English II, and the SAT corpus, respectively. In addition, the grammatical complexity level of the CEEE was found to be slightly higher than that of English II but as high as that of the SAT. These findings suggest that the linguistic complexity of reading passages in the CEEE is fairly demanding and can pose a considerable burden on those taking the CEEE. Implications of the findings and future directions for research are suggested. (190 words)