수능 스페인어 발음 및 철자 문항분석 및 개선 방안 고찰
An analysis of problems in pronunciation and spelling questions of Spanish in Korean college entrance examination and a proposal of solution
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This paper explores problems in pronunciation and spelling questions of Spanish as a second language in Korean college entrance examination, and proposes a new proposal to solve them. The teaching method employed by the 7th National Curriculum is designed to enhance students’ communicative abilities. This curriculum is majorly concerned with the development of students’ ability for practical performance of Spanish language. The great emphasis on the students’ communicative competence has largely been reflected in the National Curriculum as a whole including the purpose, contents of education, and the methods. This paper, however, observes that the emphasis is not fully reflected in the assessment of pronunciation and spelling questions of Spanish in college entrance examination. To bridge the gap, this paper will review basic ideas underlying the exam questions in the ‘Spanish I’ of the 7th National Curriculum and those in the second foreign language examination. In the review, we point out problems accounted for in pronunciation and spelling questions in Spanish, and propose a new solution suitable for the proper evaluation based on students’ communicative abilities.
Abstract
This paper explores problems in pronunciation and spelling questions of Spanish as a second language in Korean college entrance examination, and proposes a new proposal to solve them. The teaching method employed by the 7th National Curriculum is designed to enhance students’ communicative abilities. This curriculum is majorly concerned with the development of students’ ability for practical performance of Spanish language. The great emphasis on the students’ communicative competence has largely been reflected in the National Curriculum as a whole including the purpose, contents of education, and the methods. This paper, however, observes that the emphasis is not fully reflected in the assessment of pronunciation and spelling questions of Spanish in college entrance examination. To bridge the gap, this paper will review basic ideas underlying the exam questions in the ‘Spanish I’ of the 7th National Curriculum and those in the second foreign language examination. In the review, we point out problems accounted for in pronunciation and spelling questions in Spanish, and propose a new solution suitable for the proper evaluation based on students’ communicative abilities.
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