고등학교 영어 교과서와 대학수학능력시험 외국어영역 듣기문항의 비교 분석

Abstract

A Comparative Analysis of the Listening Comprehension Tests Between Korean High School English Textbooks and Korean Scholastic Ability Tests

Abstract

The purpose of this study is to clarify the distinction of listening comprehension tests between Korean high school English textbooks and Korean Scholastic Ability Tests (KSAT). It is reported that the Ministry of Education, Science and Technology is going to increase the amount of listening tests from 34% at present to 50% in 2014. For this reason, it would be meaningful to compare how well the goals of the seventh revised curriculum's listening skills are reflected in both English textbooks and KSATs. The following research questions were raised: (1) How are the standards of the 7th national curriculum achieved in both high school textbooks and KSATs? (2) To what degree do the listening exercises in both the English textbooks and the KSATs compare with each other? (3) How well do the communication situations in the English textbooks weigh against those in the KSATs? (4) Is there any difference in the length of scripts between English textbooks and KSATs? For this research, nine high school textbooks were selected according to their popularity. In KSAT, tests from 2001 to 2010 were selected as they are based on the 7th national curriculum. This data was analyzed on the basis of four criteria ― achievement standards, types of listening tasks, communication situations, and the length of scripts. The overall findings are as follows: Firstly, with respect to the achievement standards, EnglishⅠ was the lowest graded subject that KSATs deal with. Only 13% of KSATs have been graded EnglishⅠ. Also, KSATs showed a special preference of the certain standards, which is 'to understand specific elements after listening to conversations with respect to diverse topics' and 'to make an inference either of previous contents or of following contents after listening to general conversations.' Second, on the whole, textbooks and KSAT tests corresponded with each other when it comes to types of listening tasks except only one element. The most frequent type in KSATs was 'to find an appropriate response after listening to certain conversation.' On the contrary, textbooks didn't cover the element as the main standard. Third, both textbooks and KSATs have been covering similar materials as their communication situations. Fourth, in respect of the length of scripts, two criteria were applied ― one was to count exchange times per conversation and the other was to count the number of words presented in every text. In the formal aspect, no other textbooks reached as the same exchange times as KSATs did. In the latter, only English Ⅰ of C textbook had an approximate number compared to KSATs. From the results above, suggestions were provided for better connection between English textbooks and KSATs. First of all, KSATs have to be ready to want to make a certain change. Although textbooks tried to carry a great variety of types of listening tasks, students have no other opportunities to use them when KSATs only deal with limited types of tasks. If we are well aware that students' main concern is to get a high grade in their KSAT, it is necessary for KSAT to make a big change. Given that KSAT carries diverse types of tasks, students only have to follow it. Plus, textbooks need to design a longer script to make students adjust to the same circumstance as KSAT. At least, students need to have physically similar conditions with regard to the length of script to be heard.