초록 열기/닫기 버튼
For the past three years, the College Scholastic Ability Test (CSAT) has undergone two major revisions. The first major change was made to the 2014 CSAT, and the second one, to the 2015 CSAT. Accordingly, the listening part of the CSAT has been repeatedly changed in the number and types of question items. Given these revisions, one would naturally think that they have had some effect on the conversational listening material used in the 2014 and 2015 CSATs. In an effort to examine whether this reasoning is objectively supported, the present study aims to answer the questions whether there is a difference between the 2013, 2014 and 2015 CSATs (i) in the case of the distribution of illocutionary acts identified by Searle (1976) and (ii) in the case of the use of direct and indirect speech acts. Comparison of the data annotated with speech acts through the chi-square tests shows that there is no difference between the three CSATs in either of the cases. It is, however, suggested that the provision of virtually the same amount of listening material using indirect speech acts is crucial in maintaining the same level of difficulty of listening tests of CSAT.
