대학수학능력시험 스페인어 I 어휘, 문법 영역 분석
Analysis of Vocaburary and Grammar Items in the Spanish I Section of the CSAT(College Scholastic Ability Test)
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In this study, the Spanish I Section of the CSAT, which was conducted for 10 years from 2011 to 2020, was the subject of analysis. In particular, in-depth analysis was conducted on the vocabulary and grammar areas where the majority of high-difficulty questions were concentrated. In vocabulary area analysis, 10 questions related to idioms and 8 questions related to multisense words in the vocabulary area for 10 years can be said to increase the difficulty of the vocabulary area. In idiomatic expressions, the more difficult a combination of words had an unfamiliar meaning, the higher the difficulty level, and in polysemic words, when asked for the meaning of the rear rank, the difficulty was higher. In the analysis of the grammar area, we tried to grasp the tendency of the grammar elements that were repeatedly asked, and tried to understand how the difficulty level was increased, focusing on the questions with high difficulty. There were a number of grammatical elements that were repeatedly asked, and most of the high-difficulty questions asked for a grammatically correct or wrong grammatical judgment, and combined response questions were used. It can be understood as a high-level measure to increase the difficulty with the correct answer rate in mind, but while increasing the difficulty, the educational ripple effect of the CSAT and the evaluation of language use should be considered.
Abstract
In this study, the Spanish I Section of the CSAT, which was conducted for 10 years from 2011 to 2020, was the subject of analysis. In particular, in-depth analysis was conducted on the vocabulary and grammar areas where the majority of high-difficulty questions were concentrated. In vocabulary area analysis, 10 questions related to idioms and 8 questions related to multisense words in the vocabulary area for 10 years can be said to increase the difficulty of the vocabulary area. In idiomatic expressions, the more difficult a combination of words had an unfamiliar meaning, the higher the difficulty level, and in polysemic words, when asked for the meaning of the rear rank, the difficulty was higher. In the analysis of the grammar area, we tried to grasp the tendency of the grammar elements that were repeatedly asked, and tried to understand how the difficulty level was increased, focusing on the questions with high difficulty. There were a number of grammatical elements that were repeatedly asked, and most of the high-difficulty questions asked for a grammatically correct or wrong grammatical judgment, and combined response questions were used. It can be understood as a high-level measure to increase the difficulty with the correct answer rate in mind, but while increasing the difficulty, the educational ripple effect of the CSAT and the evaluation of language use should be considered.
참고문헌 (15)
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