국어과 평가도구로서의 낱말깁기검사 연구

Abstract

The purpose of the study is to develop and apply the Cloze Test which are valid and appropriate for the features of Korean Language. As an agglutinative language, Korean sentence is composed of adding dependent morphemes to it, which is quite different from the structure of English. Therefore, The structures of sentences as well as contents of texts plays an important role in comprehending texts. I suggest the followings. 1. I suggest that Korean teachers develop the Structure Cloze test and Content Cloze test as two different forms of the cloze tests and make students take the test. 2. The passage in the test should be chosen considering students's level and readability. The elements related to the degree of difficulty of the passage are the features of constituent words-the ratio of concrete word to abstract words in the passage, the complexity of sentences, the repetitive elements etc. The Structure of the cloze test is easier than the Content cloze text, so teachers can start the Structure cloze test for the students first and then teachers can raise the degree of difficulty of the Content cloze text 3. When teachers delete some parts of the passage and make blanks, teachers should consider the purpose of a test and test-takers's restrictions - students can be blind or disabled. In addition, it is effective to make the descriptive evaluation frame to analyze the results of the test in advance of the test. 4. Teachers can use the exact-restoration approach to scoring to analyze the features of the test-takers and they can choose acceptable-word approach to scoring to obtain information related to learning and teaching process. The Cloze Test can be applied to many areas of Korean classes and contain an educational significance. The educational applications of the Cloze Test can be proven in the various successful outcomes including the measurement of readability, the choice of the text appropriate for the students' level, students' teaching and learning strategies and the evaluation of Korean language proficiency. The aim of evaluation in Korean education is not to simply analyze the results of the statistics but rather should lead to the more effective Korean classes and the guidance for the students. Teachers can check up students' proficiency of the mother tongue, Korean, and diagnose students' cognitive flow of comprehension process. Thus, I can expect to make the foundation on the Test of Korean Proficiency in order to measure and to improve students' Korean proficiency by applying the Cloze Test to the Korean classes.