초록 열기/닫기 버튼
The study aims to investigate the overall trends and issues of research on Korean language assessment, which have begun since 1990s. First, a framework for the analysis was developed based on the main principles, issues, and unique characteristics of Korean language assessment. With a purpose to apply this framework to selected academic journals/ researches (183,243 articles each), three major categories, were investigated. Results are as follows: firstly, studies on Korean language assessment were rather limited to TOPIK, as it began to be conducted in 1997; however, from 2011, researches on KSL and assessment for special purposes have become active, as Korean society entered the phase of multicultural society with a diverse learners group of Korean. Secondly, due to the emphasis on accuracy of communication skills and computerbased objective assessment, discussions about ‘writing and speaking’, which are expressive language skills, have become more active. Thirdly, the discourse competence emerged as the core competency for the language register of discourse community and at the same time, it had an influence on social constructivism and perceptional constructivism. As a result, the discussions about interaction, proper learning strategy and skills, literacy, and deductive skills received attention. On the other hand, in terms of master’s program specifically, discussions about linguistic knowledge, including pragmatics, pronunciation, comprehension skills for reading and listening, and feedback of curriculum were revealed to be insufficient. The results of the present study produced meaningful insights through a qualitative analysis based on a systematic criteria.
키워드열기/닫기 버튼
research in Korean education assessment, analytic framework, Korean language proficiency test(TOPIK), Korean as a second language, KAP(Korean for Academic Purpose), Korean language education in a multicultural society
