고등학교 영어 교과서와 전국 15개 시·도 교육청 공동 주관 영어듣기능력시험의 과업 유형 연계성 분석

Abstract

The purpose of this study is to analyze the correlation between listening activities in Korean high school English textbooks(textbooks) and national English listening comprehension tests(listening comprehension tests). The 2007 revised curriculum’s ultimate goal is to improve students’ communicative language skills. To achieve the goal, understanding of spoken language is to be preceded before developing other skills. The importance of listening skill has been suggested by many scholars. Rivers(1968) said that teaching the comprehension of spoken language is of primary importance if the communication aim is to be achieved. Krashen(1984) insisted that comprehensible input is “the only true cause of second language acquisition.” For these reasons, it would be a meaningful process to compare listening activities of Korean high school English textbooks and the national English listening tests. To analyze the correlation between the listening activities of high school English textbooks and the listening comprehension tests, the following research questions are raised: (1) Do the textbooks and the national English listening tests reflect the listening achievement standard of the 2007 revised curriculum properly? (2) Do the task types in the textbooks and the listening comprehension tests correspond with each other to what degree? For this research, the object of the study is limited on the first grade high school students’ textbooks and listening comprehension tests. For the study, six high school textbooks were selected. The six national listening comprehension tests from 2009 to 2011 were selected as they were based on the 2007 revised curriculum. The data was analyzed on the basis of two criteria ― achievement standards, types of listening tasks. The overall findings are as follows: Firstly, in the aspect of the achievement standards, both in the textbooks and in the listening comprehension tests, it had the highest percentages in common that the second standard which is ‘to understand specific elements after listening conversation with respect to diverse topics.’ However, the percentages of the two were different. The percentage of the textbooks was 55.3% and that of the listening comprehension tests was 38.3%. Secondly, both in the textbooks and the listening comprehension tests, the fourth and fifth standards were graded low but the percentages of the textbooks were far higher than those of the listening comprehension tests. The most remarkable difference in the results of the achievement standards was in the miscellaneous type. The textbooks showed 2.2% while the listening comprehension tests showed 30.8% in the miscellaneous type. According to this figures, it is proven that the listening comprehension tests don’t reflect the achievement standards of the 2007 revised curriculum properly. In the aspects of the listening task types, there is commonly a special preference of the certain standard which is ‘to choose the specific elements in the listening conversation’ both in the textbooks and the listening comprehension tests. However, in the third task type, the percentage of the textbooks was 62.2% and that of the listening comprehension tests was 29.2%. The textbooks showed high percentage of the third task type compared with the listening comprehension tests. Secondly, in the eleventh and twelfth task types, there were huge gaps between in the textbooks and in the listening comprehension tests. In the eleventh task type, the percentage of the textbooks showed 0.7% and that of the listening comprehension tests showed 20.8%. In the twelfth task type, the percentage of the textbooks was 0.5% and that of the listening comprehension tests was 5.0%. The eleventh and twelfth task types are for evaluating students’ speaking skills in indirect way after listening the conversation or dialogue. That’s why the eleventh and twelfth task types are shown in the listening comprehension tests continuously. Thirdly, there were percentage gaps between the textbooks and the listening comprehension tests in the seventh and eighth task types. In the seventh task type, the percentage of the textbooks showed 0.5% and that of the listening comprehension tests showed 5.0%. In the eighth task type, the percentage of the textbooks showed 1.6% and that of the listening comprehension tests showed 4.2%. From the results above, suggestions are provided for better correlations between textbooks and the listening comprehension tests. With respect to both two standards, it is found that the textbooks and the listening comprehension tests don't correspond with each other. Especially, the questions from 16 to 20 in the listening comprehension tests are suggested for the indirect speaking evaluations for the students. In the textbooks, those kinds of tasks were rarely found. The textbooks need to suggest tasks related to evaluating indirect speaking skill through listening skill. It is also found that both of the textbooks and the listening comprehension tests don’t reflect all items equally in the aspects of the two standards. The test is necessary to reflect what the students learned in the classroom. The textbook and the test not only interrelate with each other but also supplement each other.