This study is a basic study to develope an assessment for measuring the proficiency of Korean language for young learners. The English, German, and Chinese proficiency test for young learners were compared with the proficiency test for adult learners and the learning context of youth learners was an...
This study is a basic study to develope an assessment for measuring the proficiency of Korean language for young learners. The English, German, and Chinese proficiency test for young learners were compared with the proficiency test for adult learners and the learning context of youth learners was analyzed. Based on this, the level, areas, constructs, and topics of proficiency in Korean for adolescent learners were set up and presented.
The most noticeable difference between the proficiency test for young learners and the proficiency test for adult learners in other languages is that the advanced level of test does not take place in the youth, even though it is the proficiency test. In addition, the YCT(Youth Chinese Test) did not conduct a write assessment in the beginner's level, which was not appropriate to measure the learner's overall language ability. Another feature is the different themes and topics of adult and adolescent tests. This is due to the different situations encountered by adult learners and adolescent learners, and since the TOPIK(Test of Proficiency in Korean) is also an assessment of adult learners, it has been confirmed that the vocabulary and situations related to working life, which are very unfamiliar to adolescent learners, are not appropriate for adolescent learners.
Based on this, the learner is set up and the target language use domain and language skills of the learner are established. Unlike previous studies, this study set up young learners aged 12 to 18 as candidates for evaluation based on laws related to youth in Korea and the Theory of Cognitive Development of Piaget. They are school-age adolescents, and unlike adult learners school life is very important part of their real-world. Therefore, the target language use domain of adolescent learners could be divided into 'school life' and 'non-school life'. Finally, the communication-oriented Bachman & Palmer (1996) model was used to establish the general language ability for adolescent learners.
As a result, the grade is divided into six classes according to the CEFR(Common European Framework of Reference for Languages) and TOPIK so that it could be assessed up to the advanced stage, and all skills of listening, reading, speaking and writing could be evaluated. In addition, constructs in each skills is established according to the language ability model established earlier, and subjects suitable for adolescent learners ie established by utilizing the topic list of International Standard Curriculum of Korean Language.
This study is a basic study to develope an assessment for measuring the proficiency of Korean language for young learners. The English, German, and Chinese proficiency test for young learners were compared with the proficiency test for adult learners and the learning context of youth learners was analyzed. Based on this, the level, areas, constructs, and topics of proficiency in Korean for adolescent learners were set up and presented.
The most noticeable difference between the proficiency test for young learners and the proficiency test for adult learners in other languages is that the advanced level of test does not take place in the youth, even though it is the proficiency test. In addition, the YCT(Youth Chinese Test) did not conduct a write assessment in the beginner's level, which was not appropriate to measure the learner's overall language ability. Another feature is the different themes and topics of adult and adolescent tests. This is due to the different situations encountered by adult learners and adolescent learners, and since the TOPIK(Test of Proficiency in Korean) is also an assessment of adult learners, it has been confirmed that the vocabulary and situations related to working life, which are very unfamiliar to adolescent learners, are not appropriate for adolescent learners.
Based on this, the learner is set up and the target language use domain and language skills of the learner are established. Unlike previous studies, this study set up young learners aged 12 to 18 as candidates for evaluation based on laws related to youth in Korea and the Theory of Cognitive Development of Piaget. They are school-age adolescents, and unlike adult learners school life is very important part of their real-world. Therefore, the target language use domain of adolescent learners could be divided into 'school life' and 'non-school life'. Finally, the communication-oriented Bachman & Palmer (1996) model was used to establish the general language ability for adolescent learners.
As a result, the grade is divided into six classes according to the CEFR(Common European Framework of Reference for Languages) and TOPIK so that it could be assessed up to the advanced stage, and all skills of listening, reading, speaking and writing could be evaluated. In addition, constructs in each skills is established according to the language ability model established earlier, and subjects suitable for adolescent learners ie established by utilizing the topic list of International Standard Curriculum of Korean Language.
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#한국어 청소년 숙달도 평가
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