大學 修學 能力 試驗 外國語(英語) 領域 旣出問題의 問題點 및 改善 方向 硏究
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This thesis is a critical research on the English Test in the SAT (Scholarly Aptitude Test) of Korea. Before the introduction of the SAT in 1994, the English Test for College Entrance centered on the traditional types of questions with an emphasis on grammar and reading comprehension. It ruled out listening comprehension completely. It was criticized as an inadequate test for measuring a student's comprehensive command of English ; as a result the SAT was introduced as a substitute for the former English Test for College Entrance. English scholars and researchers criticized that the former English Test for College Entrance had the following shortcomings ; First, it failed to comprehensively measure four skills of language, listening, speaking, reading, and writing. Secondly, it emphasized fragmentary knowledge too much rather than on integrative knowledge. Thirdly, it did not include the questions requiring understandings. Last, it centered on correctness rather than on fluency; as a result, there were too many questions which required students to depend on grammatical knowledge and interpret a short passage profoundly. The English Test in the SAT sets up its major objectives as follows: First, it should include more questions measuring a student's comprehensive understanding rather than discrete understanding of English. Secondly, it should emphasize fluency rather than correctness in using English and measure whether a student can comprehend a whole passage rather than fragmentary details. Thirdly, it should have various types of questions which can measure a student's comprehensive ability in English, including four skills of language. The actual questions in the English Test in the SAT, however, fall short of its theoretical objectives. Above all, it focuses on questioning the rough idea of a passage and neglects the structural understanding of English. It leads students to solve some questions by mere guessing, not by full understanding. It also has so many typical questions. Students tend to practice the ways by which they can solve, the questions ignoring comprehensive study of English. To meet its original objectives, I think that the English Test in the SAT must include such types of questions as could measure the students' comprehension ability based on 'fluency'. But, in the circumstances of Korea where the learning of English should begin at the critical period of language acqusition, the English Test in the SAT should include the questions which require the grammactical and structural correctness in some degree.