英語科 듣기 評價 問項 分析과 改選 方向 : 대학수학능력 시험을 중심으로

다국어 초록 (Multilingual Abstract)

'Fluency over Correctness' is the agenda of th Foreign(English,) Language Education under the Sixth Educational Program by the Ministry of Education. It also emphasizes comprehension over production. This means the goal of English education which had relied heavily upon translation and grammar for last 50 years and whose objective is to equip linguistic competence, not communicative competence. That is to say, communication becomes the most important goal of English education.
English Education under the new educational program is based on Krashen's Natural Approach. It proposes that the second language should be acquired in the same way as children learn their mother tongue. Thus, according to Krashen (1983) the following is the most ideal and proper comprehensible input :
1. It should be comprehensible.
2. It should be relevant and meaningful to the acquirer.
3. It should be provided in sufficient quantity.
The purpose of the thesis is to propose a model for the problems in the listening part of the English Test in the SAT( Scholarly Aptitude Test) in Korea. The English Test in the SAT sets up its major objectives as follows :
First, it should include questions measuring a student's comprehensive understanding of English. Secondly, it should emphasize fluency rather than correctness in using English and measure whether a student can comprehend a whole passage rather than fragmentary details. Thirdly, it should have various types of questions which can measure a student's comprehensive ability in English, including four skills of language.
The actual questions in the English Test in the SAT, however fall short of its theoretical objectives. Above all, it focuses on questioning the rough idea of the passage and neglects the structural understanding of English. It leads students to solve some questions by mere guessing, not by full understanding.
Thus, by the analysis of listening problems from the year of 1994 to 1998, we try to find a couple of problems in the SAT in terms of the style as well as the subject and to make a proposal for improvement First of all, there are some problems about the subject.
First, questions do not consider cultural differences between the Orient and the West. Second, similar subjects keep selected such as time, place, and so on.
We also have problems in the style of script. First, there are too many key words which can give students crucial clues too easily. Second, the answer can be found just by listening the first sentence or the last sentence. Third, questions asking the atmosphere of the contents can be too easily detected. In other words, students tend to learn the techniques with which they can infer the right answer without fully understanding the contents, the questions ignoring comprehensive study of English.
Thus, to meet its original goal, the English Test in the SAT must include such types of questions as can measure the students' comprehension ability based on fluency,
The improvement of the listening part of the English Test in the SAT can be made with the material related to the culture of the high school students, and the questions which can be answered only by understanding the general meaning of the contexts.
Thus, I suggest that the problems proper to and familiar with the high school students of Korea should be studied and chosen in the test. There are some of the topics which I propose to meet the criteria :
1. A dialogue between students and the clerk of the fast food store.
2. A description of pop music and movie.
3. A dialogue between friends about their future.
4. A plan of the weekend and school life.
The thesis is organized in this way. In chapters 2 we introduce the theoretical background of listening to foreign language. The agenda of the foreign language education of the 6th Education Program under Krashen's Natural approach is discussed in chapter 3. After examining the problems of the English tests in the SAT from 1994 to 1998, we make proposals for the improvement of the test in chapter 5. We conclude the thesis with the summary in the chapter 6.

목차 (Table of Contents)

• 목차
• 1. 서론 = 1
• 2. 자연 접근법과 제 6 차 교육과정의 성격 = 3
• 2.1 자연 접근법의 이론 = 3
• 2.1.1 자연 접근법의 배경 = 3
• 2.1.2 Krashen의 이론 = 5
• 2.1.3 자연 접근법 지도상의 원칙 = 14
• 2.2 제 6차 교육과정의 성격과 의사소통 기능 = 16
• 2.2.1 제 6차 교육과정의 방향 = 16
• 2.2.2 의사소통 기능 = 19
• 3. 영어청취의 이론적 고찰 = 25
• 3.1 청취력의 본질 = 25
• 3.2 영어청취력 지도방안 = 27
• 4. 대학수학능력 시험 영어 듣기평가 문항분석 = 29
• 4.1 대학수학능력시험의 성격 = 29
• 4.2 듣기 문항 분석 = 32
• 4.2.1 듣기 시험의 평가 목표 = 32
• 4.2.2 듣기 문항 분석 ('94-'98) = 35
• 4.2.2.1 소재면에서의 분석 = 37
• 4.2.2.2 문제 유형면에서의 분석 = 43
• 4.2.3 변화된 듣기 문항 분석 = 53
• 4.2.4 문항의 유사성 분석 = 57
• 5. 대학수학능력 영어듣기문항의 문제점과 개선방향 = 68
• 5.1 소재면에서 본 대학수학능력 듣기문항의 문제점과 개선방향 = 71
• 5.1.1 문화적 차이를 고려하지 않은 문항 = 72
• 5.1.2 정형화된 소재속에서 핵심어만으로 추리할 수 있는 문항 = 83
• 5.1.3 두 사람간의 관계를 추록하는 문항 = 93
• 5.2 지문(script)상에 나타난 듣기문항의 문제점과 개선방향 = 100
• 5.2.1 핵심어(key word)가 지문상에 두드러지게 나타난 문항 = 101
• 5.2.2 첫 문장과 마지막 문장만 듣고 결론이나 주제를 추론할 문항 = 111
• 5.2.3 확연히 긍정과 부정으로 구분되는 문항 = 117
• 6. 결론 = 123
• 영문초록 = 127
• 참고문헌 = 130
• 부록 : '94-'98년 대학수학능력 시험 출제문항 및 분석자료 = 133