Study on the Question Types of the Korean Language Proficiency Test and Korean Language Proficiency of Learners at the Intermediate Level: Focusing on analysis of the grade 3 written test

김혜진 국제한국언어문화학회 2015 한국언어문화학 Vol.12 No.1

The Korean Language Proficiency Test is a test of Korean language proficiency organized by the Korean Language Proficiency Association in Japan for people with the Japanese language as their mother tongue. The number of examinees has increased since the first test was held in June of 1993. Qualification items and methods were newly revised in 2006 to upgrade practical communication among Korean language learners. However, it may be said that there are not many studies on question types or learning phases of the Korean Language Proficiency Test, even though it examines Korean language proficiency. The purpose of this study is to consider the contents and types of questions in the Korean Language Proficiency Test (grade 3), which objectively assesses Korean language proficiency, and investigate which parts are difficult for Japanese learners through test results. Grade 3 of the Korean Language Proficiency Test is for intermediate level learners with questions consisting of understanding Korean phonological phenomena, words and common expressions at the intermediate level, how to write Chinese characters with Korean letters, completing conversations, translating Korean to Japanese and vice versa, selecting markers and predicate application at the intermediate level, reading long sentences and understanding meaning. In addition, the study analyzes the percentage of correct answers for each question and type in reference to the test results of Japanese students who took level 3 of the 41st Korean Language Proficiency Test to assess the learning capability of students who took Korean language classes in colleges and universities and investigates the Korean language proficiency of Japanese learners at the intermediate level.

한글능력검정시험의 문항 유형과 중급단계 학습자의 한국어 숙달도에 관한 연구 - 3급 필기시험 결과분석을 중심으로 -

김혜진 국제한국언어문화학회 2015 한국언어문화학 Vol.12 No.1

한글능력검정시험은 일본에서 실시되는 한국어 숙달도를 평가하는 시험으로 일본어 모어 화자를 대상으로 한다. 1993년 6월에 제1회 시 험이 실시된 이후에 수험자 수는 매년 증가하는 추세이며, 2006년에 는 한국어 학습자들의 실전적인 커뮤니케이션 능력을 높이기 위하여 새롭게 출제기준과 출제형식도 개정되었다. 그러나 아직까지 한글능 력검정시험에 관한 연구는 그다지 이루어지지 않은 상태라 할 수 있 다. 본 논문은 한글능력검정시험(제41회) 3급의 필기시험 문제의 평가 항목을 유형별로 [음운현상], [단어와 관용표현], [한자어 읽기], [동사 와 형용사의 활용형], [대화문 완성], [번역], [조사], [장문독해]의 총 8 부문으로 분류하고, 한글능력검정시험에서 중급레벨에 해당하는 3급 을 응시한 일본 대학생들의 시험결과를 통하여 중급 학습자의 한국어 숙달도에 관하여 고찰하였다. Journal of the International Network for Korean Language and Culture 12-1, 53-77. The Korean Language Proficiency Test is a test of Korean language proficiency organized by the Korean Language Proficiency Association in Japan for people with the Japanese language as their mother tongue. The number of examinees has increased since the first test was held in June of 1993. Qualification items and methods were newly revised in 2006 to upgrade practical communication among Korean language learners. However, it may be said that there are not many studies on question types or learning phases of the Korean Language Proficiency Test, even though it examines Korean language proficiency. The purpose of this study is to consider the contents and types of questions in the Korean Language Proficiency Test (grade 3), which objectively assesses Korean language proficiency, and investigate which parts are difficult for Japanese learners through test results. Grade 3 of the Korean Language Proficiency Test is for intermediate level learners with questions consisting of understanding Korean phonological phenomena, words and common expressions at the intermediate level, how to write Chinese characters with Korean letters, completing conversations, translating Korean to Japanese and vice versa, selecting markers and predicate application at the intermediate level, reading long sentences and understanding meaning. In addition, the study analyzes the percentage of correct answers for each question and type in reference to the test results of Japanese students who took level 3 of the 41st Korean Language Proficiency Test to assess the learning capability of students who took Korean language classes in colleges and universities and investigates the Korean language proficiency of Japanese learners at the intermediate level. (Tohoku Gakuin University)

외국어로서의 한국어능력 측정을 위한 클로즈 테스트 연구

전하리,원미진 한국언어문화교육학회 2022 언어와 문화 Vol.18 No.4

Cloze test, one of the most commonly used language test type in English education, is easy to find in many standardized English language test. The purpose of this study is to find the possibility of developing cloze test for evaluating Korean language ability of foreign learners. In this study, cloze test papers for Korean language evaluation are made and tests are conducted on Korean learners. The most widely used cloze test type `Regular cloze test' and `Irregular cloze test' are included in the test paper, and the papers of the learners are collected for scoring. The test results are analyzed and compared with their TOPIK(Test of Proficiency in Korean) results to find if the Korean cloze test can distinguish learners' with different Korean proficiency. And also, the answer written by Korean learners group and native Korean speakers group are compared to find the difficulties in learning Korean. The analysis found that the language performance of Korean learners vary by the amount of language restriction in the test, and it is also found that Korean cloze test has its feasibility .

언어능력 평가로서의 말하기 평가 내용 연구 - 한국어 말하기 평가 개발을 위한 국내외 말하기 평가의 비교 분석을 중심으로

원미진 ( Won Mi-jin ),황지유 ( Hwang Ji-you ) 한국문학언어학회(구 경북어문학회) 2018 어문론총 Vol.75 No.-

본고는 언어 능력 평가로서 말하기 평가가 갖춰야 하는 요소를 파악하기 위해 선행하는 외국어 능력시험의 말하기 평가를 검토하고, 이를 바탕으로 하여 한국어능력시험 말하기 평가 개발을 위한 시사점을 제시한 연구이다. 본고에서는 영어, 중국어, 일본어 말하기 평가에서 제시되고 있는 평가 방법의 외적인 구성 형식과 내적인 측정 구인 및 채점 방법을 비교 분석하였다. 구체적으로는 시험 시간과 평가 문항의 유형을 검토하였고, 채점의 구인과 채점 척도 및 방법을 분석하여 이를 바탕으로 한국어 말하기 평가 개발에 있어 고려해야 하는 내용을 제시하였다. 이러한 검토는 그간의 연구들이 이론적인 논의와 교실 현장에서의 말하기 능력에 초점을 맞춘 연구들이었다는 점에 비추어 실용적이고 타당도 높은 말하기 평가 개발을 위해 검토가 필요하다는 전제에서 이루어졌다. 한국어능력시험에서 말하기 평가가 개발될 때 갖춰야 하는 평가로서의 내적, 외적 타당도를 갖추기 위해서는 다른 외국어 시험의 말하기 평가와 비교하여 크게 다르지 않은 범위에서 한국어능력시험의 목적과 한국어의 언어 체계, 그리고 실제 활용가능한 실용성의 측면이 함께 고려되어야 한다. 본고의 결과는 다양한 말하기 평가의 검토를 통해 한국어 말하기 평가 개발에서 고려되어야 하는 점을 제시하고 있다는 점에 있어 평가 개발을 위한 기초 연구로서 의의가 있을 것이다. This study aims to examine various foreign language competence tests to guide the development of a Korean speaking test. Reviewing several other language competence tests is necessary to determine the validity of a speaking test. In this study, many speaking proficiency tests are analyzed in two parts: external forms and internal contents. External forms include the length of the test and the types of questions, and internal contents include the constructs of the test and scoring. English, Chinese, and Japanese speaking tests at Korea and abroad were analyzed. Based on the analysis results, this study presented some points to consider when developing the Korean speaking test. These points are considered necessary for the development of a practical and valid Korean speaking test. This is because the Korean speaking test should be developed similarly and be comparable to other foreign language speaking tests in order to have validity, and this development should also consider the Korean language system and the test’s practicality. This study suggests several points to be considered in the development of a Korean speaking test by reviewing various speaking tests. The results of this study will be valuable for basic research in Korean speaking test development.

한국어능력시험에서의 한국 문화 내용 -제11회부터 제21회를 중심으로-

주월랑 ( Woal Rang Ju ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2012 언어사실과 관점 Vol.30 No.-

The majority of the education on Korean culture is oriented toward the discussion of the relationship between language and culture or consists of the experience activities of Korean culture desired by the learners or the Korean cultural contents included in Korean language textbooks. However, there have been few discussions on the Korean cultural contents in the Test of Proficiency in Korean(TOPIK) to objectively assess Korean language proficiency. Therefore, this study examined the Korean cultural contents in the 11th to 21st TOPIK by measuring the frequency of the 3487 test items classifying them into language culture, living culture, social culture, information culture and mental culture. As the results, in the elementary level, other than the living and information culture items, language and mental culture items did not appear. In the medium and advanced level tests, social, language and mental culture items appeared more frequently than the living or information culture items. Finally, it is hoped that these study findings will help in diversifying Korean cultural contents in TOPIK and setting test questions considering more in-depth Korean culture including Koreans` value system and ideologies.

LexTALE-Korean의 개발과 타당성 검증: 효율적인 한국어 어휘 평가 도구

손옥현,유수린,윤홍옥 한국언어정보학회 2022 언어와 정보 Vol.26 No.2

This study aimed to develop the Korean-version LexTALE and examine its effectiveness in estimating Korean learners’ proficiency. 41 advanced and intermediate Korean learners participated in a web-based lexical decision task in which 120 Korean words and nonwords were tested. They also took part in a reading comprehension task and a cloze task. The results from a series of logistic mixed-effect models revealed that first, the LexTALE-Kr accuracy significantly differed between language groups in a way that Korean natives obtained higher scores than Korean learners, and advanced Korean learners gained higher scores than intermediate Korean learners. Second, the effect of lexical frequency on lexical decision accuracy was significant, and its effect was the biggest in advanced Korean learners. Third, the scores obtained from the reading and cloze tasks significantly accounted for the accuracy variances of Korean learners. Taken together, our results supported the claim that the simple and low-cost online test evaluating learners’ lexical knowledge is adequate to estimate the goodness of learners’ proficiency as much as complex and high-cost comprehensive examinations like TOPIK.

토픽(TOPIK) 쓰기 영역의 지도 방안

김현진(Kim, Hyun-jin) 대구대학교 인문과학연구소 2013 人文科學硏究 Vol.41 No.-

Recently, Korean learners of foreign education in the importance of the big emerging as a region can be seen. The rise of the importance of these many foreigners Test of Proficiency in Korean (Test Of Proficiency In Korean: TOPIK, implemented the National Institute for International Education), as prepared and is related to big stare. Recently the demand for Korean language education increases exponentially foreign learners of the Korean language proficiency test is basically (TOPIK) Intermediate (3-4 steps) or advanced stage (stage 5-6) and batahyaji becomes possible to study or work in the Go that. Therefore, each foreign student or Test of Proficiency in Korean Korean educational institutions to participate in class or for the preparation of operating. Unfortunately, many students write the questions on a 60 point score baejeom to get right if you do not receive water often occurred. Moreover, over the years the Korean Language Proficiency Test (TOPIK), and the difficulty is just getting more and more Korean grammar and vocabulary lists that require chegyeseong thing beyond writing logicality and demanding. In this paper, questions for the last three years the Korean Language Proficiency Test (TOPIK) Intermediate essay questions by analyzing the writing a report about education more effectively talk about training methods.

문제은행 기반 한국어 숙달도 평가를 위한 메타데이터 선정 연구

김정숙,이준호 이중언어학회 2014 이중언어학 Vol.54 No.-

This article aims to describe how to design metadata for item bank - based Korean proficiency test. With the progress of computer technology, the techniques for assessing foreign language competency are also rapidly being developed. a number of large-scaled, high-risk proficiency tests such as ‘iBT TOEFL’, ‘TOEIC’, ‘IELTS’ and ‘HSK’ have already adopted computer-based item bank testing systems. However no large-scaled Korean proficiency test is implemented by computer-based or internet-based item bank system. Item banking of a Korean proficiency test enables test items to be accumulated, retrieved, upgraded with ease. To enables these functions, each item needs to be described with metadata, which is information about the assessment item, and can be highly detailed key fields. Therefore, designing metadata schemes and standard are to establish a foundation of a computer or internet-based item bank system for a future Korean proficiency test. This article studies the basic functions that item bank for a Korean proficiency test can perform, researches metadata of other item banking systems, and suggest the framework of metadata standards for an item bank based - Korean proficiency test.

일반논문 : 청소년 대상 한국어 능력 평가 개발 방안 -주제를 중심으로-

김선정 ( Seon Jung Kim ),장근영 ( Kun Young Chang ) 인하대학교 교육연구소 2011 교육문화연구 Vol.17 No.2

본 연구의 목적은 청소년 학습자의 한국어 능력 평가 개발을 위한 기초 연구로서 청소년 대상 영어 능력 평가를 분석하여 한국어 능력평가를 위한 적절한 주제 항목을 제시하는 데있다. 한국어를 학습하는 청소년 학습자들에게 한국어 학습에 대한 동기 부여와 학습의 방향을 제시할 수 있는 청소년 대상 한국어 능력평가 개발의 필요성은 매우 크다. 이러한 평가의 개발을 위한 연구 중 가장 선행되어야 할부분 중 하나는 평가 내용을 구성하기 위한 적절한 주제를 선정하는 일일 것이다. 청소년 대상 영어 능력 평가를 분석해본 결과 학교와 일상생활과 관련된 주제가 주를 이루는 반면, 성인 대상 한국어 능력 평가(Test of Proficiency in Korean, TOPIK)의 주제에는 일상생활과 일, 직업, 시사관련 주제의 비중이 높게 나타났다. 이처럼 주제는 평가 대상에 따라 큰 차이가 있다. 따라서 의사소통 능력을 평가하고자 하는 언어 능력 평가 도구를 개발하고자 할 경우에는 평가 대상이 자주 접하는 상황과 관련된 주제에 대한 고려가 반드시 선행되어야 할 것이다. The purpose of this study, as basic research for developing a Korean proficiency test for teenagers, is to analyze the English proficiency tests for teenagers(Cambridge YLE, SLEP Test and TOEIC Bridge) and TOPIK, leading to a proposal of an appropriate topic. There is a great need to develop a Korean proficiency test aimed at teenaged Korean language learners in order to motivate them to learn and to lead them in a desirable direction for learning. One of the first tasks to be done for the development of such a test may be research into the selection of appropriate topics for the composition of the contents of the test. As a result of analyzing the English proficiency tests, it was found that the topics were mainly concerned with school life and ordinary life. Meanwhile, the topics of TOPIK aimed at adults were mostly related to ordinary life, work·occupation, and current affairs. This shows that there is a great difference in topics depending upon the test takers, and first consideration should be given to situations that test takers often encounter as well as relevant topics during the development of a language proficiency test to evaluate communication skills.

결혼이민자를 대상으로 하는 입국 전 기본 소양 평가 실시와 현지 교육기관의 대응: 베트남 사례를 중심으로

조항록 ( Hangrok Cho ) 성결대학교 다문화평화연구소 2016 다문화와 평화 Vol.10 No.1

최근 한국 정부는 한국인과 결혼한 외국인(결혼이민자)이 국민 배우자 비자(F6)를 획득하기 위해서는 어느 정도의 기본 소양을 갖추도록 하고 있다. 기본 소양이란 한국의 국적법에 근거를 두는 것으로 한국어 능력과 한국의 풍습에 대한 이해 능력을 말한다. 한국 정부가 이러한 제도를 실시하는 것은 결혼이민자가 한국어와 한국 풍습을 모르면 결혼 생활에 어려움이 있을 뿐만 아니라 한국 생활에 적응하지 못하여 사회적 약자가 되기 때문이다. 결혼이민자가 국민 배우자 비자를 취득하기 위하여 요구 되는 한국어 능력은 한국어능력시험(TOPIK) 1급 수준이다. 즉 한국인과 기초적인 의사소통이 가능한 수준이다. 결혼이민자가 비자를 신청할 때 TOPIK 1급 이상의 인증서를 제출하거나 지정 교육기관에서 초급 과정 수료증을 제출해야 한다. 그러나 외국에서 TOPIK에 응시하거나 지정 교육기관에서 한국어를 공부하는 일이 쉽지 않다. 따라서 한국 정부는 결혼이민자가 원할 경우 비자 신청 시 한국어 능력을 평가 받도록 하고 있다. 바로 이 때 실시하는 시험이 결혼이민비자 발급 심사를 위한 기본 소양 평가 시험이다. 결혼이민비자 발급 심사를 위한 기본 소양 평가 시험에서는 어휘, 문법, 담화 이해 능력을 평가한다. 모두 25문제로서 어휘가 5문제, 문법이 5문제, 담화 이해가 15문제이다. 비자를 획득하기 위해서는 60점 이상을 얻어야 한다. 이러한 제도의 실시는 베트남 내 한국어교육 현장에 시사하는 바가 크다. 베트남은 대표적인 결혼이민자 유입 국가이면서도 국제결혼과 관련한 파행적 현상이 종종 나타나는 지역이다. 결혼 이민비자 발급 심사를 위한 한국어 시험이 실시되면서 이미 이에 대비한 한국어교육이 활발하게 실시되고 있지만 베트남 내 한국어교육계의 역량 결집이 요구되는 상황이다. 본고는 제도의 실시 목적, 의의, 내용을 살펴보고 한국어교육 정책의 관점에서 베트남 내 한국어 교육계의 대응 방안을 모색한다. Recently, Korean Government requires the marriage immigrants who got married to Korean citizens to equip basic knowledge when they obtain Immigrant Spouse Visas. The above mentioned basic knowledge refers the command of Korean language and the comprehension of Korean custom. And the evaluation of it is based on the Nationality Law of Korea. Test of Proficiency in Korean(TOPIK) Level 1 is the required level of command of Korean Language when a marriage immigrant obtains the Immigrant Spouse Visa. That is the level which is necessary for the basic communication with Koreans. At the time of visa application, a marriage immigrant must submit either the certificate of TOPIK equivalent to Level 1 or higher or the certificate demonstrating the completion of a basic level of Korean language course in an education institute designated by Korean Ministry of Justice. But it is not easy to take the TOPIK or to take a course at an education institute designated by Korean Ministry of Justice in a foreign country. Therefore, an interview can be conducted in order to examine the applicant``s command of Korean language, if he/she wants it at the time of visa application. The test which is implemented at this process is the Test of Basic Knowledge for Marriage Immigrants to obtain the Immigrant Spouse Visa. Vocabulary, grammar and discourse comprehension are evaluated in the test. The test has 25 problems; Five for vocabulary, five for grammar, and fifteen for discourse comprehension. A marriage immigrant should gain more than 60 points to obtain the Immigrant Spouse Visa. It is anticipated that this system will provoke changes in Korean language education in Vietnam because there are number of marriage immigrants in that area. Therefore, Korean language education institutes in Vietnam need to prepare for the system. Fortunately, an obvious effect of education is expected, as marriage immigrants have strong motivations. And, since the details of the evaluation are announced, it is easy to develop an education program.