Search

The purpose of this study is to attempt to analyze the validity of the modular-type test construction implemented in the CSAT (College Scholastic Ability Test) of 2014. In order to test this, we analyzed the item difficulty and item discrimination according to different modules of the test items of Regional Coalition Academic Tests (RCAT), which is similar to CSAT. Based on the results of the analysis, topic comprehension module and detail information module have turned out to be rather easy test items with relatively high difficulty and discrimination. On the other hand, writing module, grammar/vocabulary module, and interaction module have proved as items with lower difficulty and discrimination. Based on the results of the study, we propose the possibility of applying level-differentiated test on the assumption that it would be easier to derive the complementarity of the construction of modular tests and to minimize the mutual interference between test items. Also, since a module is a group of similar test items that measure the same ability, we discussed the possibility to create a test format that corresponds to learner level, learning content, and the learning environment by adjusting the proportion of each module.

Even if the need for English education in Korea is on the rise, too various perspectives on English education and the government`s lack of consistency in the English education policy are said to be a negative factor in improving the English communication skills. The purpose of this study, in line with the knowledge and information society, is to develop ontology modeling for knowledge map of English education methodology and to make a contribution to English education policy of the country.

The development of information and communication technology has brought many changes to the educational environment. The prevalence of smart-phones is also playing a big role in shaping learning methods. It provides the opportunity to access QR codes easily. The QR codes are a system of two dimensional matrixes developed by the Denso Wave company. These can greatly ease access to information. Due to high recognition speed, recognition rate and restoration rate, they can be useful tools for English teachers to use in their class. In this study, we propose ways to use smart English teaching and learning methods in conjunction with QR codes. We suggest using QR codes for writing and picture descriptions. As a model class about the picture descriptions, we can find a QR Codes used class which was broadcasted in EBSe TV. Based on this study, more research should be done about smart English teaching models for the better English class for the students.

This study attempts to verify the validity of the modular-type test construction implemented in the CSAT (College Scholastic Ability Test) of 2014. In order to test this, we analyzed the item difficulty and item discrimination according to different modules of the test items of Regional Coalition Academic Tests (RCAT), which is similar to CSAT. Based on the results of the analysis, topic comprehension module and detail information module have turned out to be rather easy test items with relatively high difficulty and discrimination. On the other hand, writing module, grammar/vocabulary module, and interaction module have proved as items with lower difficulty and discrimination. Based on the results of the study, we propose the possibility of applying level-differentiated test on the assumption that it would be easier to derive the complementarity of the construction of modular tests and to minimize the mutual interference between test items. Also, since a module is a group of similar test items that measure the same ability, we discussed the possibility to create a test format that corresponds to learner level, learning content, and the learning environment by adjusting the proportion of each module. Keyword: Collage Scholastic Ability Tests, item-type, test sheet construction, fixed-type, modular-type, item difficulty, level-differentiated tests.

The formal expression of tense and aspect is not the only way to signify time. There is a temporal adverbials' function in the expression of time. Their contribution is apparently clear. The functions of temporal adverbials show a great range of variety. Some of them are more visible; others need further consideration to explain. A time interval has a relational location with another time interval and represents boundary and continuity. All of these characteristics can be defined by a certain adverbial. Temporal adverbials, which refer to the time represented by the verb in a sentence, can be used as a useful tool in determining tense. However, whether their role can always cooccur with tense should be examined based on the context given. One cannot deny that temporal adverbials in English and Korean are important tools in the recognition of tense but that does not mean one can always rely on temporal adverbials. What we should remember is that the given context and pragmatic value should not be neglected in estimating the correlation between tense and adverbials.

Aspect is one of the verb's grammatical categories pertained to time. Aspect, which is distinct from Tense, denotes various approaches conveying the progress of contextual time. In terms of the history of studies on Tense, two theoretical approaches have been applied to explain the incoherence between Tense and Time. The first one is to express the past and the future in an ostensive way via establishing the context on the basis of the present. The other one is to adopt these three temporal variables. The approaches are applied to ascertain the feature and usage of present perfect tense of English language and prefinal ending '-었' of Korean language in this study. Not only the grammatical categories of two languages but also the similarity and difference between two languages are discussed according to the definition and classification of contextual time, reference time, and topic time. It would satisfy the curiosity about whether it is eligible to postulate that present perfect tense of English and prefinal ending '-었' of Korean share the same linguistic features. Conclusively, it would guide Korean English learners to clarify Tense via ratifying the definition of the three temporal forms from the perspective of Aspect.

The Ministry of Education declared that criterion-referenced evaluation will be introduced into the English Domain of Collage Scholastic Ability Tests in 2017 (reporting pater, 2014.12.26.). There are several issues on the introduction of the criterion-referenced evaluation system into the English Domain of Collage Scholastic Ability Tests. These include the ‘bias’ effects, the ‘bubble’ effects, the ‘substitute’ effects, the ‘discontinuous’ effects, and the ‘difficulty’ of defining absolute level in the criterion-referenced evaluation system. Through these discussions on the issues, this study explores some alternatives to these issues for successes of the English Domain of Collage Scholastic Ability Tests under the newly introduced criterion-referenced evaluation system in 2018 school year. It follows form these discussions and explorations that the policymakers must bend all ears to these issues and ‘revisit’ our public English education.

This study aims to integrate formal and non-formal grammar (func- tional grammar and cognitive grammar) in order to draw a better comprehen- sion of English complement clauses. They have been analyzed displaying dis- cordant arguments depending on the investigational disciplines. This study has been able to systemize them into a consistent and advantageous theory by se- curing syntactic objectivity with formal grammar, cognitive intuition with cog- nitive grammar and semantic differences with functional grammar. It is desira- ble to investigate syntactic phenomena from a complementary point of view.