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과학영재학교 재학생 영어발화 주파수 대역별 음향 에너지 분포의 영어 성취도 예측성 연구
박순,안현기,Park, Soon,Ahn, Hyunkee 한국음성학회 2022 말소리와 음성과학 Vol.14 No.3
The average acoustic distribution of American English speakers was statistically compared with the English-speaking patterns of gifted students in a Science Academy in Korea. By analyzing speech recordings, the duration time of which is much longer than in previous studies, this research identified the degree of acoustic proximity between the two parties and the predictability of English academic achievement of gifted high school students. Long-term spectral acoustic power distribution vectors were obtained for 2,048 center frequencies in the range of 20 Hz to 20,000 Hz by applying an long-term average speech spectrum (LTASS) MATLAB code. Three more variables were statistically compared to discover additional indices that can predict future English academic achievement: the receptive vocabulary size test, the cumulative vocabulary scores of English formative assessment, and the English Speaking Proficiency Test scores. Linear regression and correlational analyses between the four variables showed that the receptive vocabulary size test and the low-frequency vocabulary formative assessments which require both lexical and domain-specific science background knowledge are relatively more significant variables than a basic suprasegmental level English fluency in the predictability of gifted students' academic achievement.
민병곤 ( Min Byeong-gon ),조수진 ( Cho Su-jin ),홍은실 ( Hong Eun-sil ),박현정 ( Park Hyun-jeong ),강석한 ( Kang Seok-han ),이성준 ( Lee Sung-jun ),오예림 ( Oh Ye-lim ),이승원 ( Lee Seung-won ),안현기 ( Ahn Hyunkee ) 한국어교육학회(구 한국국어교육연구학회) 2017 국어교육 Vol.0 No.157
The overall purpose of this study was to develop a Korean speaking test for academic purposes for foreign students. As part of this purpose, this study particularly focused on the processes of designing a test framework and verifying the developed test items. The test framework was developed through theoretical reviews, surveys, and the Delphi Method. We suggest these four constructs for the final test version: “vocabulary and grammar,” “pronunciation and fluency,” “content,” and “organization.” We also added “overall performance” as a holistic criterion. Six different tasks for the test were derived from the three types of discourse in academic situations: narratives, explanations, and persuasions. Within the test framework, we also developed many test items and finally developed a trial test set of Korean Speaking Test for Academic Purposes(KoSTAP), an Internet-based Korean speaking test. A total of 120 foreign students participated in the KoSTAP test, and we collected 720 responses. Nine Korean speaking test experts scored the tests in accordance with the scoring rubric we developed. For statistical validity, we conducted a statistical analysis of test results for the Items, constructs, raters, and test-takers. The results showed that the overall test reliability was very high, and the interclass-correlation between the test types and examinee groups was at a good level. To clarify the relationship between the tasks and constructs, we also conducted a correlation analysis and found that some test items showed low quality when estimated by task format and prompt. An analysis of test-takers also showed that there were significant differences in the Korean language levels and academic levels among the them.