한국어 학습자의 발화에 대한 한국어 교사와 비교사 원어민 간의 평가 차이 연구

• 영문명: An investigation of the differences between novice teachers, experienced teachers and non-teacher native speakers in evaluation of Korean language learners’ speech.
• 발행기관: 국제한국어교육학회
• 저자명: 이향
• 간행물 정보: 『한국어교육』25권 4호, 163~188쪽, 전체 26쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2014.12.31

영문 초록

This study aim is to investigate the scoring patterns in speaking test evaluation amongst novice teachers, experienced teachers and non-teacher natives and to know to what extent they are different from each other. To this end, ten novice teachers, ten experienced teachers and ten non-teacher natives scored twenty examinee’s responses to a semi-direct speaking test consisting of three tasks using a six-point Likert scale for accuracy (segmental; suprasegmental), fluency(speech rate; pause), vocabulary, grammar, content, consistency/conjunction, comprehensibility, and intelligibility. The analysis of raters’ scores through a multi-facet Rasch measurement model showed distinctive variability between the rating patterns of three groups. Novice teachers scored the most strictly, while the non-teachers scored the most leniently. Furthermore the analysis displayed different rating patterns amongst the three groups on the scoring criteria, the task type and the leaners’ Korean language ability. Such findings are expected to contribute not only to a better understanding of the raters’ scoring processes and to the development of a more valid speaking assessment, but also getting more information which part of speech we have to focus on in teaching speaking. (George Mason University, Korea)

목차

1. 연구의 목적 및 필요성

2. 선행 연구

3. 실험 설계와 분석 방법

4. 실험 결과 및 분석

5. 논의 및 결론

참고문헌

키워드

말하기 평가 모국어 화자 말하기 다국면 라쉬 모형 편향성 채점 경향 speaking assessment native speaker speaking Multi facet Rasch Model bias scoring pattern