The purpose of this research thesis is to investigate and propose a good model for the direction and formation of a Korean language speaking examination. In most Korean language education centers, there currently exists no standardized criteria for Ko... The purpose of this research thesis is to investigate and propose a good model for the direction and formation of a Korean language speaking examination. In most Korean language education centers, there currently exists no standardized criteria for Korean tests, so the language tests depend entirely on each center and its teachers. Generally, Korean teachers follow the syllabus presented in each Korean textbook that is taught, and those syllabi are usually based on the Test of Proficiency in Korean(TOPIK). However, the TOPIK test utilizes no form of speaking test. Therefore, there exists a need for an in-depth analysis of speaking types present in the major Korean language books in order to establish criteria (proficiency, accuracy, contents, and so on) and methods necessary for conducting proper speaking tests. Thus, this thesis analyzes four major Korean language textbooks that have been recently published by four Korean universities (and include a focus on speaking components) in order to increase the validity of the results proposed herein to help create proper Korean language speaking tests. The following is a summary of the contents of this research thesis. Chapter One provides an overview of the purpose of this thesis as well as an in-depth analysis of Korean proficiency tests – including TOPIK or related tests, general criteria for speaking tests, and achievement tests. Chapter Two investigates the purposes for various types of language tests – including placement tests, diagnostic tests, achievement tests, and proficiency tests. This thesis focuses primarily on language achievement tests, but includes the analysis of the other test types as a foundation from which to better understand and evaluate achievement tests. Additionally, this thesis covers the various criteria and question types of proficiency tests in other languages – including English, Chinese, and Japanese. Chapter Three addresses the goals and types of Intermediate level speaking tests and provides an in-depth analysis of the four Korean language textbooks chosen for this study – with a focus on the types of speaking exercises present in each book. Results of this analysis reveal that ‘Question and Answer’, ‘Presentation’, and ‘Role Play’ types are the primary forms of speaking exercises present across all four books. Chapter Four covers the practical application of this analysis to an Intermediate level classroom using Korean textbook published by Seoul National University. First, this chapter establishes a plan for the speaking test utilized in this class. It includes ‘before’, ‘during’, and ‘after’ test activities. Second, it goes over the aims of the test and develops criteria for its application. Third, question types and contents for the speaking test are laid out in detail and in accordance with the two primary speaking types present in the Seoul National University book - ‘Presentation’ and ‘Role Play.’ Fourth, according to the speaking test’s criteria, three students’ speaking tests were scored and are shown as an example. These results include High, Middle, and Low marks for each test. Finally, these test results are shown in a that includes a bar graph depicting marks for each portion of the test compared with the full marks allowed. Each also includes a detailed comment from the teacher to help the students better understand their speaking ability and prepare for further study in the future. Chapter Five presents the conclusion – a summary of all the contents of this thesis – and proposes a future direction for continued Korean Speaking test application. This thesis proposes that future Korean Speaking tests and test creators keep the following points in mind: First, teachers need to strive to maintain the validity of Korean speaking tests. Through the analysis of the books being taught in the classroom, question types and criteria can established for more accurate speaking tests. Second, when planning for a Korean speaking test, test writers should prepare ‘before’, ‘during’, and ‘after’ test activities for both students and teachers. Third, through the positive and encouraging feedback of teachers, students will be better helped to continue their language studies. ，韩语论文范文，韩语论文网站 |
