한국어능력시험 읽기 영역 텍스트의 이독성 분석 연구

서지정보

· 발행기관 : 한국어문화교육학회
· 수록지 정보 : 한국어문화교육 / 6권 / 1호
· 저자명 : 김장식

목차

1. 서론
2. 선행연구
3. 이독성 개념 및 공식
4. 한국어능력시험 읽기 영역 텍스트 분석
5. 결론

초록

이 연구에서는 전통적 이독성 공식의 하나인 Dale-Chall 공식을 사용하여 한국어능력시험 11회부터 21회까지의 읽기 지문을 분석하고 산출된 이독성 지수로 각 등급별 난이도를 살펴보았다. 이 연구는 한국어와 영어에 기반한 다양한 공식 중 특히 가장 정확한 공식인 Dale-Chall 공식을 살펴보았다. 한국어능력시험의 읽기 지문 분석을 위해 공식 측정 기준을 재설정하였다. 출제된 텍스트에서 발견된 문장과 어려운 어휘의 수는 이독성과 관련이 깊었다. 상․중․하에 따른 난이도 정도는 고르게 분포되지 않았고 초급의 경우 텍스트의 난이도가 전체적으로 낮은 반면 중․고급에서는 어휘와 문장의 단어 수가 적절하게 분포되었다. 따라서 단어 난이도의 적절한 유지를 통해 텍스트의 난이도 균등성을 지킬 수 있을 것이다.

영어초록

This study has analyze the Reading section text of TOPIK from 11th to 21st using by Dale-Chall Method, one of the typical Readability formula and search the difficulty of each grades and tests by the readability index calculated. Words, sentences and difficulty of the words in texts are the point of the readability analysis among several factors . This study is looking at various formulas based on Korean and English, especially focusing on the Dale-Chall formula, authorized as one of most accurate, and reformulating a criterion of formula measurement for text analysis of TOPIK, and drawing up a word list for each ratings. It has analyzed 852 of texts - 300 of elementary level, 288 of intermediate level, 264 of higher level - from 12 of tests and calculated the readability index. Based on the readability index, it has searched the feature of each test and high, medium, low ratio in difficulty level of each grade and graded change of index for each test. Words and sentences which were used for texts and the number of difficult words were examined in relation to features of readability. As a result, the following problems were found. In other words, the degree of difficulty in accordance with the upper/middle/lower grade was not well distributed. While the degree for the elementary grade was excessively low on the whole, it was so high for the advanced grade. Moreover, the number of difficult words had an effect on the degree in the intermediate and advanced grade, where the number of words and sentences was relatively regular. Accordingly, as reform measures, this study suggested that the degree of difficulty be controlled through appropriate distribution and use of difficult words for upward adjustment of the degree of difficulty in the elementary grade and maintenance of its uniformity.

참고자료

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