한국어교육능력검정시험 ‘어문 규범’ 영역 문항 분석 연구

Abstract

The purpose of this study is to examine whether the language norms of the Korean teaching ability test have high content validity as a tool to measure the expertise of prospective Korean teachers. To this end, the questions related to the norms of language were extracted from the questions of the test from 1st in 2006 to 14th in 2019 and analyzed how the questions were related to the rules of language norms. Furthermore, the analysis framework of macro and micro perspectives was prepared to critically examine whether the test related to language norms consisted of questions suitable for evaluating and selecting Korean teachers' qualifications. As a result of the review, it was found that the variation in the ratio of the questions was very large in the macro area, and that in the micro area, the variation in the frequency of the questions of each language norm was large, and that there were many questions that did not meet the intention of the test. So far, research on the test has been mainly conducted on systems, methods, and models such as culture, pronunciation, and grammar, and it is hard to say that the Korean teaching ability test has been fully verified except for discussions on language norms, given the importance of language norms. Therefore, it is meaningful that the test, which was conducted from 1st to 14th, was extracted based on the language norm area and analyzed by dividing it into macroscopic and microscopic perspectives, carefully examined whether the language normative area was suitable as a tool to measure the expertise of Korean teachers, and suggested improvements. The study is expected to help improve the evaluation methods of Korean language teacher qualification tests as well as boost Korean language education by fostering excellent Korean language teachers.