절대평가 도입 전후 수능 영어 독해 지문의 통사적 복잡성 비교

• 영문명: A comparison of syntactic complexity in CSAT reading passages before and after the introduction of criterion-referenced evaluation.
• 발행기관: 한국영어교과교육학회
• 저자명: 장지연(Chang, Ji-Yeon)
• 간행물 정보: 『영어교과교육』영어교과교육 18권 2호, 161~188쪽, 전체 28쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2019.05.30

영문 초록

The present study aimed to compare the reading passages in the English Section of the College Scholastic Aptitude Test (CSAT) before and after the introduction of criterion-referenced evaluation in terms of syntactic complexity. By using the web-based version (Ai & Lu, 2013; Lu & Ai, 2015) of Lu’s (2010, 2011) L2 Syntactic Complexity Analyzer, the five categories of syntactic complexity were examined: length of production unit (Mean Length of Clause, Mean Length of Sentence, Mean Length of T-unit), sentence complexity (Sentence Complexity Ratio), subordination (T-unit Complexity Ratio, Complex T-unit Ratio, Dependent Clause Ratio, Dependent Clauses per T-unit), coordination (Coordinate Phrases per Clause, Coordinate Phrases per T-unit, Sentence Coordination Ratio), and particular structures (Complex Nominals per Clause, Complex Nominals per T-unit, Verb Phrases per T-unit). Results showed that the reading passages between the academic years 2016-2017 (50 passages) and 2018-2019 (50 passages) did not differ across any of the fourteen syntactic complexity measures. This study suggests the need to set benchmarks against which the development of English as a second/foreign language can be measured and to utilize them in the new era of the CSAT English Section.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 제언

키워드

College Scholastic Aptitude Test (CSAT) English Section criterion-referenced evaluation syntactic complexity language development 수능 영어 영역 절대평가 통사적 복잡성 언어 발달