초록 열기/닫기 버튼
The aim of this study is to compare the lexical, syntactic, and discourse features between the listening and the reading texts in the College Scholastic Ability Test (CSAT). Dialogues, monologues and reading texts from the 1994 to 2020 CSATs, were analyzed using Coh-Metrix. A total of 30 separate ANOVAs, with the text as the independent variable and the numerical index obtained via Coh-Metrix as the dependent variable of each ANOVA, were conducted. The results reveal that the texts show differences in terms of lexical, syntactic, and discourse features. The texts mostly match the descriptions of the relevant literature on spoken and written languages. However, there are some discrepancies with respect to lexical diversity and syntactic density in the listening texts. These findings indicate possible differences between actual spoken data and the listening texts in the CSAT. This study suggests that test developers should pay attention to the linguistic features of spoken texts when writing test items for the CSAT. Implications for ways to enhance the authenticity of the CSAT are also discussed.
키워드열기/닫기 버튼
College Scholastic Ability Test, text analysis, listening text, reading text
