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내러티브 정체성 기반의 영어 말하기 시험 준비: 글로벌 기업 교육 실행
김나희(金娜希) 서울대학교 교육연구소 2021 아시아교육연구 Vol.22 No.1
본 실행 연구의 목적은 내러티브 정체성 기반의 영어 말하기 시험 준비 프로그램(김나희, 2020)의 글로벌 기업교육 적용 가능성을 탐색하는 것이다. 연구자가 교사로 직접 참여하여 글로벌 기업의 정규사내어학과정(총 16차시, 주 2회)에서 교육 전 내러티브 정체성 진단-단계별 교육-교육 후 내러티브 정체성 진단 절차로 실행하였다. 교육기간 동안 관찰된 학습자 반응과 발화 변화에 따라서 내러티브 정체성 구성(내러티브 발달, 내러티브 전달/소통, 내레이터 정보/성찰)기반의 수업이 계획, 실행, 조정 반영되었다. 연구결과 개선점은 학습자 내러티브 정체성 구성 향상으로 나타났다. 명시적으로 학습된 요소들이 포함된 학습자 발화의 내러티브 발달 등급, 내러티브 전달/소통 및 내레이터 정보/성찰 요소가 교육 전 진단과 다르게 크게 향상되었다. 새롭고 도전적인 교육 내용을 수행하는 학습자 역동성 또한 발견되었다. 프로그램 제한점 역시 교육 기간 동안 관찰된 학습자 반응과 교사 성찰을 토대로 확인하였다. 본 연구 결과를 바탕으로 기업 및 기관의 다양한 언어(시험 준비)수업 맥락에 적용할 수 있는 교육 절차, 방법, 내용, 교재, 평가 등의 후속 연구가 특정 맥락의 영어 수행에 관한 복합 다면적인 한국 성인 수험자 정체성 탐구와 이해를 기반으로 지속적으로 보고될 필요가 있다. This action research aims to design and conduct English speaking preparation for an OPIc test in a context of a global corporation, exploring narrative identity development of test-takers during the course. In order to do that, the study mainly adopted Kim’s (2020) a global corporation’s English speaking preparation. During the summer semester of 2018 language course, five participants employed at the global corporation joined this study and were taught by the researcher. This course consisted of three procedures: pre-test, steps of narrative intervention and post-test. According to participants’ various reactions to narrative activities, each step of intervention was revised and conducted. As a result of post-test, learners’ narrative identity was improved in terms of narrative level, narrator information/reflection and narrative mode/interaction, compared to the pre-test result. It revealed that narrative identity based English test preparation was effective in practising test taker identity-centered learning. The findings have implications of future research of narrative identity based test preparation, revising procedures, guidelines, activities, assessment and text book to apply to various test preparation contexts.
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신동일(Shin, Dongil),심우진(Shim, Woo jin) 팬코리아영어교육학회 2012 영어교육연구 Vol.24 No.1
The purpose of this study is to explore the use of spoken grammar elicited from speaking test preparation. In this study, 15 college students performed three different speaking mock tests: TOEIC Speaking, TOEFL iBT Speaking and OPIc. All the spoken data were recorded and transcribed before classified into eight categories of spoken grammar which were originally framed by Thornbury and Slade (2006). It was found that students frequently used the features of deixis, present tense and grammatical incompletion during the test preparation contexts. However, unlike in the natural speaking settings, they rarely used heads and tails, ellipsis and question forms. It was argued that, if any speaking test intends to reflect target language use and have positive impact on the test-related learning, the spoken features of elicited test samples in this study can be meaningful evidence to question the construct and consequential test validity. Speaking test professionals need to elaborate the authenticity issues of spoken grammar and connect the discussions into the item writing, rating, rater training, and test validation stage.
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Korean Test Takers" TOEIC-Speaking and OPIc Test Preparation
Nahee Kim 한국응용언어학회 2016 응용 언어학 Vol.32 No.3
High stakes English speaking tests have been used for evaluating applicants’ language proficiency in academic contexts or in the work place. In these situations, most Korean college students prepare for tests such as TOEIC Speaking or OPIc test in order to get better jobs. Although high-stakes tests pressure students and teachers to raise scores, there is little research about how test takers prepare for English speaking tests in cram schools. One aim of this study was to examine and compare TOEIC Speaking and OPIc test preparation activities in a cram school. Also, I aimed to investigate why and how test takers choose test preparation, the characteristics of test preparation, and how they are influenced by test preparation from the test-takers’ perspectives. Various types of data were collected through observation, interview and documentation. The results indicated that activities in the cram school mode were not significantly influenced by test type. Thus, test takers’ activities may be influenced by teacher’s instruction. The study raises awareness of the importance of instruction by a teacher for appropriate test preparation, and its impact on a test taker in the field of language teaching and testing.
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Korean Test Takers’ TOEIC-Speaking and OPIc Test Preparation
김나희 한국응용언어학회 2016 응용 언어학 Vol.32 No.3
High stakes English speaking tests have been used for evaluating applicants’ language proficiency in academic contexts or in the work place. In these situations, most Korean college students prepare for tests such as TOEIC Speaking or OPIc test in order to get better jobs. Although high-stakes tests pressure students and teachers to raise scores, there is little research about how test takers prepare for English speaking tests in cram schools. One aim of this study was to examine and compare TOEIC Speaking and OPIc test preparation activities in a cram school. Also, I aimed to investigate why and how test takers choose test preparation, the characteristics of test preparation, and how they are influenced by test preparation from the test-takers’ perspectives. Various types of data were collected through observation, interview and documentation. The results indicated that activities in the cram school mode were not significantly influenced by test type. Thus, test takers’ activities may be influenced by teacher’s instruction. The study raises awareness of the importance of instruction by a teacher for appropriate test preparation, and its impact on a test taker in the field of language teaching and testing.
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