대학입시 영어에 내재된 사회적 가치들: 한국과 일본 영어읽기 텍스트의 비교담론분석
Values in College Entrance Examinations of Korea and Japan: A Comparative Discourse Analysis of English Test Items.
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Abstract
This study has examined social and epistemological values embedded in the texts of English test items in college entrance examinations of two countries: Korea and Japan. For this study five English tests (2001-2005) from each country were selected as data samples. Initially in the analysis stage, three researchers independently identified twenty-five values emerging from the sample texts using qualitative coding approach. Through a series of coding seminars, the researchers then reduced them to three coding frameworks with six values (orientations) for further analysis. The frameworks were composed of social values (collectivism, individualism, reflective communitarianism), epistemological values (universalism, relativism), and critical voice. With the coding frameworks, we recoded the sample texts and employed statistical analysis. The findings indicated that Korean test items represented more collectivist bearing than those of Japan with statistical significance. On the other hand, while statistical significance was not illustrated, Japanese test items embodied more reflective communitarian stance in qualitative terms. Simultaneously, while universalism did not differentiate among test items of both countries statistically, relativism was significantly prominent in Japanese test items. Critical voice was only qualitatively significant in Korean test items. With the findings, some suggestions were discussed to increase value awareness in English testing theory and practice.
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