言語演習室을 使用한 TEST에 관한 硏究 = A Study on Testing in the Language Laboratory

다국어 초록 (Multilingual Abstract)

Learning and testing are closely related with each other. Testing is to evaluate the students' progress in learning and the analysis of its results often provides with opportunities of re-exaimning the methods of teaching and learning.
There are many types of test. However, it must have reliability and validity. Though the traditional essay-type test has good points in testing the learner's abilities of articulation and expression as well as of producing correct papers, its serious drawbacks are lack of reliability and validity owing to the limited scope of presenting questions and tendency to allow subjective judgement on the part of the examiner in the process of checking papers. Hence a more plausible type of test, the objective test, has been introduced which assures reliability in that there is only one correct answer in each given question and validity in that it is capable of wider scope of presenting questions.
But it also has some disadvantages. It tends to make the learner
pay little attention to cultivating the ability of articulation and expression and therefore it has, in fact, brought the ability down to lower level. This fact has been shown among the students of our country after the introduction of that type of test. It seems that both types are necessary to make up for the above-said flaws.
Chief emphasis on the written English in the past has made paper test universal. But now that greater stress is put on the spoken English as well, aural-oral test is also required. Valette says of the importance of aural-oral test:
The test itself, if given at the end of the laboratory period, can be an incentive to the students to apply themselves more seriously to learning the lesson material.
Aural-oral test is possible either by the teacher's own voice or by the tape recorder in the classroom, Valette continues. But the position of the teacher or the tape recorder and the resonance of the classroom pose problems, thus damaging the reliability of the test.
Test in the language laboratory solves the above-mentioned difficulties. The English language ability can be tested according to four categories. This can be done in the language laboratory. However, the aural-oral test of reading and writing ability can be superfluous since it is essentially the same as the test of listening and speaking. As the function of teaching reading and writing is not included in those of the language laboratory, the test of listening and speaking should be primary in the activities of the language laboratory.

목차 (Table of Contents)

• Ⅰ. 序 論
• Ⅱ. 英語 Test의 原理
• Ａ. 英語 Test의 目的
• Ｂ. 英語 Test의 種類
• 1. 目的에 依한 分類
• 2. 形式에 依한 分類
• 3. 問題의 作成과 答案의 處理
• Ⅲ. 言語演習室을 利用한 Test
• Ａ. Listening test
• 1. 聽音 test
• 2. 聽解 test
• Ｂ. Speaking test
• Ｃ. Reading test
• Ｄ. Writing test
• Ⅳ. 結 論