절대평가 시험으로서의 수능 영어시험 분석: 주요 난이도 예측 변인을 중심으로

이현우 ( Lee¸ Hyunoo ) 한국중등영어교육학회 2021 중등영어교육 Vol.14 No.4

Given a great variance of the number and percentage of test-takers with high band scores in the CSAT English tests for the 2015-2020 academic years, the present study compared these six tests in terms of facility index (FI), measures of lexical richness and syntactic complexity, distractor feasibility, information density in listening materials, familiarity of speakers’ pronunciation and accent, and levels of background knowledge required to understand reading passages, which are all said be major predictors of question item difficulty. One-way ANOVAs, independent sample Kruskal-Wallis H tests and chi-square tests showed that there was no significant difference concerning FI and any of the predictors not only between the six CSAT English tests but between their reading parts. There was also no significant difference between the listening tests except that the test for the 2017 academic year was significantly easier than for the 2016 and 2018 ones. These findings together mean that the introduction of criterion-referenced testing in the 2018 academic year has brought no substantial changes to CSAT English tests. Interestingly, however, there was a significant difference in FI between the six sets of the 13 most difficult questions drawn from each test, which was a reason for the great variance of high scorers between the six tests. The study concluded with some pedagogical discussions.

A Comparative Study of Reciprocals in English and Korean: Their Distribution and Interpretation

Hyunoo Lee(이현우) 한국생성문법학회 2006 생성문법연구 Vol.16 No.1

  The purpose of this paper is twofold. In the first half of the paper, the syntactic behavior of the reciprocals in English and Korean is examined. It will be shown that the English reciprocal each other and its Korean counterpart selo have virtually the same distributional properties except that the latter gives rise to what is called the reversal of anaphor-antecedent (AA) relation. It will be argued that the AA reversal is dealt best with by recognizing a null spell-out of anaphor. In the second half of the paper, the meaning of the reciprocal pronouns in both languages is explored. It will be shown that each other and selo have virtually the same range of semantic contents and that Dalrymple et al."s (1998) Strong Meaning Hypothesis (SMH) by and large makes the right predictions as to the reciprocal construal of the pronouns. It will be argued, however, that the Strong Reciprocity reading is obligatory when the multiple occurrences of selo are involved. Following Filip and Carlson (2001), this strengthening is attributed to the distributivity of the quasi-reciprocal selo. It will be finally shown that the interpretation of reciprocal statements with two occurrences of selo supports the view that a null spell-out of anaphor is an item in the lexicon of Korean.

2009 개정 영어과 선택 교육과정의 성취기준

이현우 ( Hyunoo Lee ),김성혜 ( Sunghye Kim ) 한국중등영어교육학회 2012 중등영어교육 Vol.5 No.2

This study attempts at explicating the general framework in which proficiency standards are proposed for the elective courses of the 2009 Revised National English Curriculum of South Korea. It will be shown that the distinction between absolute basic proficiency standards and relativized instantiated ones derived from the former is very useful in strengthening the content grading between the two sub-curriculums, called the Common Curriculum and the Elective Curriculum, as well as between courses under the Elective Curriculum. It also paves the way for securing the suitability of content for each elective course. It will be further demonstrated that the hierarchy of subjects and the technique of underspecification make it possible to state a consistent system of proficiency standards.

영어 교과교실제 운영 사례 조사 및 만족도 결과 분석: IC지역 B2형 교과교실제 운영 고등학교 중심으로

이현우 ( Hyunoo Lee ),홍수민 ( Suemin Hong ) 한국중등영어교육학회 2011 중등영어교육 Vol.4 No.2

This thesis aims at offering basic data for operating English Subject Classroom System which will achieve efficiency and internal stability and presenting specific data to improve this system depending upon requirements of teachers and students from two particular high schools in IC area with the survey of checking their satisfaction levels on this system having experienced one and half years. One is regular high school and the other is vocational. According to the questionnaire survey, students feel they are not satisfied with the contents of the English Subject Classroom System. But they think the effect of facilities and materials is a little bit high compared with the learning processes in equipped new classrooms. The key point issue of this English Subject Classroom System is the realization of learner-centered education such as the diversification of educational contents and ways of dealing with students`` individual abilities, aptitudes and the future courses. Therefore no matter how much the educational environment may be developed in the ``hardware aspects`` such as educational apparatus, learning material and classroom placement in English Subject Classroom System, the ``software aspect`` of student-centered curriculum should be focused as the first one. Only with this kind of internal classroom effect , the efficiency of the English Subject Classroom System can be raised and upgradedbecause the reason of setting up the environments in schools is to acquire the positive attainments from students in public schools. The second part is regarding the operation of the curriculum. The level-based classes and diversification of learning methods should be expanded in English Subject Classroom System. Currently the implications of this system is being manifested with the dynamism of governmental drives.

2009 개정 영어과 교육과정의 의사소통 기능과 예시문

이현우 ( Hyunoo Lee ),이성희 ( Sung Hee Lee ),이희경 ( Hikyoung Lee ) 한국중등영어교육학회 2013 중등영어교육 Vol.6 No.1

This study tries to explicate the general approach taken to list the communicative functions and their exponents in the 2009 Revised National English Curriculum of South Korea. Building on the Natural Order Hypothesis and van Ek and Trim (2001), the approach makes it possible to classify communicative functions and provide their exponents in a more systematic and consistent manner. This involves reclassification of communicative functions listed in the previous national curriculums and addition of new communicative functions that have never been recognized previously. It will be further demonstrated that the provision of communicative functions and their exponents exemplified by the 2009 Revised National English Curriculum is constrained by considerations of grammatical complexity, frequency, formality, and learnability where they are applicable.

영어 의사소통에 필요한 언어 형식: 2009 개정 영어과 교육과정을 중심으로

이현우 ( Hyunoo Lee ),이희경 ( Hikyoung Lee ) 한국중등영어교육학회 2012 중등영어교육 Vol.5 No.2

The present study highlights some important features of the language forms listed in the 2009 Revised National English Curriculum of South Korea. A critical review of the 2007 National English Curriculum shows that the language forms exemplified in that curriculum were not rigorously chosen or sequenced from the viewpoint of grammar selection and gradation. For the 2009 Revised National English Curriculum, language forms were more finely delineated and systematically categorized to fulfill the original purpose that language forms should be listed in the curriculum so that the increasing emphasis on communicative language teaching can be complemented with form-focused instruction. Thus, this study presents partial inventories of the revised language forms stated in the 2009 Revised National English Curriculum with minimal descriptions that are based on grammatical notions. Finally, implications, drawn from the revised language form inventory, for grammar instruction and fostering accuracy in light of fluency are given.

의사소통 능력 측정 도구로서의 공인 영어 표준화 시험 타당도

이현우(Lee Hyunoo),이소영(Lee Soyoung) 한국영어어문교육학회 2004 영어어문교육 Vol.10 No.3

The scores of TOEFL, TOEIC and TEPS have been increasingly used for many purposes in Korea. In particular, these test scores are being used as a measure of the test-takers' overall communicative competence. Nonetheless, few studies have been conducted that investigate the validity of the test scores used for this purpose. As a preliminary step to explore the validity of the test scores, we conducted a small scale study by comparing 30 university students' scores in TOEFL, TOEIC and TEPS with their class performances in English conversation and composition courses. The correlations between the test scores and the grade point averages of the courses show that the test scores are much harder to use as a valid measure of test-takers' overall communicative competence than usually thought to be and that the score in TOEFL is, nonetheless, a more reliable measure than the ones in the other tests. Although this study has a few limitations such as the small number of participants, the homogeneity of the sample as a group, etc, it provides some insight into the use of the three tests for measurement of overall communicative proficiency and suggests need for conducting further validation studies in these areas.

어휘정보이론에 입각한 영어 문법,독해 지도

이현우 ( Hyunoo Lee ) 한국중등영어교육학회 2009 중등영어교육 Vol.2 No.1

This study explores an efficient way of teaching grammar and vocabulary to students of secondary school in the EFL setting. It will be argued that applied to language teaching in an appropriate manner, a lexicalist approach to grammar helps to lift much of the burden imposed upon the beginning learners when they are exposed to the lexical as well as grammatical differences between their native language and the target language. The idea that you teach as much as you need to, call the Teaching Principle of Economy, will be shown to be a key to the success of the teaching of the minimal, threshold level of vocabulary and structure of a target language.

코퍼스 기반 영어 접사의 등급화: 초등영어 교과서를 중심으로

이현우(Hyunoo Lee),주형미(Hyung Mi Joo) 한국영어학회 2021 영어학 Vol.21 No.-

2015 개정 교육과정에 기초한 「영어」 교과서와 고2 영어 국가수준학업성취도평가에 나타난 등급화된 단어의 분포

이현우 ( Lee Hyunoo ) 한국중등영어교육학회 2021 중등영어교육 Vol.14 No.1

This paper is concerned with how the vocabulary control of the 2015 Revised National Curriculum of English has been realized in 11 High School English textbooks and the K-11 NAEA English test administered in 2019. The focus is on the number of new words to learn in relation to previously learned ones and the size of frequency classes of these words in each material. Listening and reading texts from the 12 materials were analyzed using Range32 and KICE WordProfiler 2015. The findings show that there was a significant difference among the materials in terms of the number of types and tokens of new words in relation to previously learned ones. In addition, a significant difference was found among the materials when the size of frequency classes of repetitive new words was examined. As for lexical density, only the listening materials were shown to have a significant difference. The paper ends with some pedagogical implications and suggestions for further research as well as limitations.