외국인을 위한 한국어 쓰기 평가 방안 연구

다국어 초록 (Multilingual Abstract)

ABSTRACT

A Study on the Evaluation of Korean Writing for Foreigners

Min-Jeong Woo
Department of Korean Language Teaching
Graduate School of Business, Administration and Culture
Woosuk University

The purpose of this thesis is to provide an analytical standard by which to objectively assess communicative Korean writing skills of a foreigner. Direct assessment of writing, the notion that a student's writings should be made the target of assessment, has gained ground of late. Research into coming up with efficient ways to assess writing skills of a student has been active as well. Writing is a tool of communication in which words express one's thoughts and emotions. It requires general thinking faculty of understanding objects logically and the ability to express in writing. However, in Korean language education, writing has been a language skill often neglected compared to the other skills, being recognized only as a supplementary way to check grammar. As writing skill was indirectly assessed mostly through multiple-choice questions, it didn't provide useful information to the teacher or to the student. In particular, with the lack of objective standard by which to assess writing skills, assessment results varied widely among different teachers, and as a result it was hard for a student to trust the assessment given. To remedy this problem, a detailed and objective assessment standard was proposed in this thesis, in order to increase the level of trust in assessment results and to enable a student to objectively assess and check his or her own writing.
To understand how writing assessment is done currently, the matter was approached from three perspectives. First, 19 Korean textbooks were examined to see whether they contained study objectives, assessment standards, and example writings. It was found that 16% of the textbooks had study objectives, 21% had assessment standards, and 32% had example writings. Next, the assessment system of a Korean language institute was investigated. It was found that there was no assessment standard in place and no separate educational programs for students, making it hard for teachers to assess their writing skills. Lastly, a survey was conducted to find out what teachers and students think when it comes to writing. It was found that although both teachers and students know the importance of writing, their view on assessment was different. 87.5% of the teachers surveyed said they don't give any consideration to Korean language level and type of writing when they assess students' writings. When asked about the things that need to be considered when assessing, the teachers ranked vocabulary, grammar, level of conversation, and completion of all lessons as the most important, in that order. On the other hand, the students ranked grammar, vocabulary, completion of all lessons, and content as the most important. This shows that there are no standard assessment items in place. Although it is difficult to generalize the findings due to small sample size used, the fact that writing assessment is not done in a systematic and specific way could be verified.
By setting up study objectives for students through writing education and by reflecting that in the assessment standard, validity and level of trust were tried to be increased. Study objectives by rank for communicative writing were established based on curriculum and educational content of regular courses at 17 Korean language institutes. The four communication skills proposed by Canale and Swaine were used as assessment items, and the assessment standard was made more specific by having sub items under each skill. The sub items of grammar skill were vocabulary, grammar, and spelling, while the sub items of conversation skill were content, organization, and connectedness. Furthermore, the sub items of social language skill were formalities and the sub items of strategic skill was code-switching. In the beginning levels, accuracy
was assessed, and as the student progressed to more advanced levels, fluency accompanied by accuracy was assessed.
To verify the level of trust in analytical assessment standard, it was compared with general assessment that is highly favored by teachers. Six teachers did general assessment and analytical assessment of 30 selected writings. The general assessment was done first, and the analytical assessment done a week after, so that the teachers wouldn't remember the details of the first assessment. It was found that although the score given in general assessment was higher than that in analytical assessment, the level of trust was higher for the analytical assessment. This result may be a consequence of the fact that the analytical assessment standard minimizes the likelihood of teachers' subjective judgments having an effect on the assessment results.
As language education shifts its focus to improving communication skills, the ability to express is improving. In particular, as text-based communication becomes more commonplace, it is expected that the writing skills will become even more important in the future. Accordingly, methods of assessing Korean writing skills of foreign students in a more accurate and objective way need to be an active area of research, along with assessment standards. It is hoped that this thesis contributes to that end as a basic material.

목차 (Table of Contents)

• 목차
• 목차 ⅰ
• 표 목차 ⅲ
• 그림 목차 ⅳ
• 부록 목차 ⅳ
• ABSTRACT ⅴ
• Ⅰ. 서론 1
• 1.1 연구 목적 1
• 1.2 선행연구 12
• 1.2.1 한국어 쓰기 평가 13
• 1.2.2 국어 쓰기 평가 19
• 1.2.3 영어 쓰기 평가 21
• 1.3 연구 절차 23
• Ⅱ. 본론 26
• 2.1 한국어 교육에 있어서 쓰기의 위상 및 평가 현황 26
• 2.1.1 한국어 교재에 반영된 쓰기 교육의 목표와 평가 척도 28
• 2.1.2 한국어 교육기관에서의 쓰기 평가 현황 51
• 2.1.3 설문 조사 56
• 2.1.3.1 교사 대상 설문 56
• 2.1.3.2 학습자 대상 설문 60
• 2.2 쓰기 평가의 목표 설정 및 평가 도구 개발 64
• 2.2.1 쓰기 평가의 목표 66
• 2.2.2 평가 항목 설정 69
• 2.2.3 등급별 쓰기 도달 목표 설정 74
• 2.2.4 평가 기준 설정 87
• 2.3 자료 제공자 선정 및 자료 수집 94
• 2.4 평가 95
• 2.4.1 평가자 선정 및 평가자 사전 교육 95
• 2.4.2 평가 방법 97
• 2.5 평가 결과 98
• 2.5.1 기술 통계 98
• 2.5.2 평가자간 상관관계 100
• 2.5.3 총체적 평가와 분석적 평가 요소별 상관관계 105
• Ⅲ. 결론 108
• 참고문헌 113
• 국문개요 118
• 부록 121