중국, 일본, 태국의 대입 시험 제2외국어 과목 운영 현황과 시사점

Abstract

This study aims to investigate the status of the second foreign language subject in the college entrance examinations in China, Japan and Thailand, and its implications for Korea’s College Scholastic Ability Test(CSAT). First, the state of Korea’s CSAT is reviewed, and then the status of China, Japan and Thailand’s college entrance exam is discussed in terms of operating characteristics and examination questions. The analysis of the operating characteristics is conducted in terms of the nature of the test, the number of languages involved, the test time, and the use of grades. The analysis of the examination questions consists of composition and formation of questions, formation of text and questioning, and level of difficulty. The implications of this study are as follows. First, if English and the other languages are not separated into different subjects, the candidates might biased towards English extensively. Second, the addition of a new second foreign language subject should be done carefully to contribute to the normalization of school education. Third, the introduction of a retest system can be considered from a long-term perspective. Fourth, the system should be improved so that there is a link between the choice of the second foreign language subject and the applying for the related departments. Fifth, it is necessary to consider introducing listening or writing questions for overall evaluation of foreign language ability. Sixth, it is worth considering to issue a new type of problem or increase the amount of texts to differentiate the level of students. Seventh, careful attention should be paid so that the level of difficulty and the average score of each subject do not differ greatly in the absolute evaluation.