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TWO APPROACHES, DISCRETE POINT AND INTEGRATIVE, IN LANGUAGE TESTING
JEON, BYOUNG-MAN 全北大學校 語學硏究所 1984 어학 Vol.11 No.-
In the last few decades there have been a number of new testing techniques in language teaching areas based on the linguistic theories. Language testing is in general, closely related to the linguistic theories as well as to education. The significance of language testing in ESL or EFL should not be neglected, because it can affect not only the course objectives but policy of TESL or TEFL. This paper aims to characterize the theoretical overview in language testing to survey two approaches, discrete point approach and integrative approach, or the language testing, and to give the practical information to the language teachers.
English Language Testing in Korea With Special Respect to the College Scholastic Ability Test
( Byoung-man Jeon ) 숭실대학교 인문과학연구소 1996 인문학연구 Vol.26 No.-
This paper briefly reviews the theories of language testing and English language tests themselves as ‘backwash’, which can be harmful or beneficial to language teaching/learning methods in Korea. Based on the discrete-point approach, the College Scholastic Ability Test (CSAT) by the National Board of Educational Evaluation (NBEE) employs an objective test format of multiple-choice items to secure the reliability of the test scores. But one crucial drawback of the CSAT is that it does not directly measure the functional proficiency, and therefore, this test may lose content validity. That is, the CSAT is not a direct and authentic test. In spite of this weakness of the CSAT, this paper also points out the assets of the test, namely, its high reliability and scientific accuracy, which are crucial in a test-dependent society like Korea. Also, it is helpful to compare the CSAT with two typical types of international standardized English proficiency tests, Test of English as a Foreign Language (TOEFL) and International English Language Testing System (IELTS). Through the comparison of these tests and analysis of the CSAT, this paper discusses the problems of English tests used in Korea and suggests the desirable directions for appropriately using the CSAT in the Korean educational situation.
중등학교 영어과 교사의 학생 평가 전문성에 대한 인식 조사
전병만 ( Byoung Man Jeon ),오준일 ( Jun Il Oh ) 글로벌영어교육학회(구 호남영어교육학회) 2006 Studies in English education Vol.11 No.2
An increasing need for accurate and valid assessment in the classroom mandates that English teachers have expertise in student assessment. Teachers are expected to be experts in student assessment, yet research on secondary school English teachers` competence in student assessment has been rare in Korea. This study surveyed what English teachers in secondary schools think of their own competence in student assessment. The results are revealed that secondary school teachers in Korea perceive of themselves as lacking competence in areas of student assessment in which they have not been trained during their pre- or in-service program. It is hoped that the results of this survey might help establish a set of competency standards for student assessment.
전병만(Jeon Byoung-man),이종화(Lee Jong-Hwa),손현성(Son Hyeon-Seong) 한국외국어교육학회 2004 Foreign languages education Vol.11 No.3
The purpose of this study is to examine the relationship between MI and web-based learning in elementary school English education. For this purpose, this paper first examined MI and instructional models of web-based learning, which was based on constructivism. In order to verify the effects of this experiment, we proposed a web-based English learning and teaching model and applied it to the 5th grade students in an elementary school. After the experiment, we analyzed the effects that MI affects students' English achievement. The results of the study were as followings. First, students' intrapersonal intelligence, linguistic intelligence, musical intelligence, and spatial intelligence had a positive effect to their English achievement. Second, bodily-kinesthetic intelligence, logical-mathematical intelligence, and interpersonal intelligence did not have a positive effect on their English achievement. This study indicates that all kinds of multiple intelligences should be thoroughly considered when we design and practice web-based English learning and teaching models.
전병만 ( Byoung Man Jeon ),송해성 ( Hae Sung Sohng ) 글로벌영어교육학회(구 호남영어교육학회) 2014 Studies in English education Vol.19 No.2
The purpose of this paper is to provide a framework for the future development of English education in Korea. The goals and objectives of English education, the amount of language input, language materials and textbooks, teaching and learning methods, assessment, and English education policy are discussed with suggestions for their use and implementation. First, the optimization and development of goals, objects and content of the national curriculum must be made in consideration of pedagogical practices in schools. In particular, more English classes must be secured to increase the amount of language input that learners receive. Second, there must be continuity among English textbooks which are used in primary, middle, and high schools for efficient teaching and learning. Third, teaching and learning methods and assessment must be changed to balance the cultivation of the four skills. The implementation of direct testing of productive skills is one of the proposed methods to increase this balance. Fourth, various measures for improving English teachers’ communicative competence must be taken. Lastly, English education policy must be consistent and predictable. Any policy change must be made from a long-term perspective and all factors related to English education in Korea must be examined before any change is made.
전병만(Jeon, Byoung-Man) 팬코리아영어교육학회(구 영남영어교육학회) 2011 영어교육연구 Vol.23 No.1
This study compares and contrasts the 7th National English Curriculum of 1997 (Ministry of Education, promulgation 1997-15), the Revised 7th National English Curriculum of 2006 (Ministry of Education and Human Resources Department, promulgation #2006-75), and the newly Revised National English Curriculum of 2008 (Ministry of Education, Science and Technology, promulgation 2008-160) by examining modifications and revisions to pinpoint key issues and implications. Through analyses of the English curriculum in Korea, the present study attempts to provide future directions for development of a more congruent primary level English curriculum. The following four suggestions stemming from the study results are offered. First, the revision of the English curriculum should not be rushed and an autonomous institution should be designated which can assess the long-term ramifications of educational effectiveness. Second, in order to achieve continuity of English education, a systematic approach needs to be adopted in sequentially revising and connecting primary, middle, and high school level curricula. Third, words including borrowings and derived words need to be appropriately selected and the number of permitted vocabulary items should be increased. Lastly, achievement standards need to be matched with appropriate communicative functions that are clearly presented with relevant examples.