한국어 듣기ㆍ말하기 능력 평가 유형 개발 연구 : 성취도 평가를 중심으로 = A study on developing the type of Korean Listening and Speaking Test : Focusing on Achievement Test

다국어 초록 (Multilingual Abstract)

In this paper it is suggested to develop achievement evaluation types and give examples of listening and speaking of learners who are studying Korean as foreign language and try to set the grading basis. Especially, because of the development of structured evaluation tool is not set up well, therefore some examples that are used in achievement evaluation in curriculum by showing various types of evaluation.
For this, in Chapter one this chapter deals with the research about general evaluation researched until now and advanced research related with achievement evaluation. Also, it is mentioned the necessity of research about the achievement evaluation of listening and speaking.
In the Chapter two, the present state research of achievement evaluation which give effect to Korean teachers teaching in workplace. From the survey I could get information about achievement evaluation going on in each institutes and knew the necessity the urgency of the development of evaluation tool for speaking evaluation.
In Chapter three this research set range of listening and speaking evaluation based on the result of the survey and the analysis of existing lecture materials and suggest evaluation target and content by level divided on primary grade, intermediate and high level.
In Chapter four, this paper should the result of achievement evaluation and primary contents and evaluation types. It also select four textbook and analysis learning Object and contents of textbook. After searching researches of grading basis, we should specific grading basis table of evaluation each question. Listening is only centered on learned contents, and achievement evaluation of proficiency intention is suggested refer to existing research and TOPIK(Test Of Proficiency In Korean) type. Speaking is tried to develop types of total evaluation related with other area.
During this work the necessity of evaluation system about structured listening and speaking. Above all, researches about evaluation tool development of speaking and research of marking are known to be needed. In this paper this research does not go out the curriculum, so in near future the research for the method and type of proficiency evaluation and setting up grading basis are necessary. Various researches about speaking test even though in TOPIK there is not should be done in the near future. And that should be applied to one part of TOPIK .

목차 (Table of Contents)

• 1. 서론 = 1
• 1.1 연구의 필요성 및 목적 = 1
• 1.2 연구의 방법 = 2
• 1.3 선행 연구 및 이론적 배경 = 4
• 2. 성취도 평가의 현황 및 요구 조사 = 10
• 2.1 성취도 평가의 현황 조사 및 분석 = 10
• 2.2 성취도 평가의 요구 조사 및 분석 = 14
• 3. 평가 범주의 설정 및 평가의 목표와 내용 = 19
• 3.1 평가 범주(Evaluation-Criteria)의 설정 = 19
• 3.1.1 평가의 일반적 범주 = 19
• 3.1.2 듣기 능력 평가 범주 설정 = 21
• 3.1.3 말하기 능력 평가 범주 설정 = 23
• 3.2 평가의 목표와 내용 = 28
• 3.2.1 듣기 평가의 목표와 내용 = 28
• 3.2.2 말하기 능력 평가의 목표 = 32
• 4. 듣기ㆍ말하기 성취도 평가 유형 개발 = 37
• 4.1 듣기ㆍ말하기 성취도 평가 유형 = 37
• 4.1.1 듣기 성취도 평가 유형 제시 = 37
• 4.1.2 말하기 성취도 평가 유형 제시 = 49
• 4.2 학습목표 및 교과내용 분석 = 61
• 4.2.1 학습목표 분석 = 61
• 4.2.2 교과내용 분석 = 63
• 4.3 듣기ㆍ말하기 성취도 평가의 실례 = 67
• 4.3.1 듣기 성취도 평가의 실례 = 67
• 4.3.2 말하기 성취도 평가의 실례 = 76
• 4.4 평가의 채점 기준 설정 = 82
• 4.4.1 듣기 평가의 채점 기준 설정 = 83
• 4.4.2 말하기 평가의 채점 기준 설정 = 84
• 5. 결론 = 94
• 참고문헌 = 96
• 부록 = 100
• Abstract = 103