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Korea, Japan, and Taiwan have carried out the similar scholastic assesment test systems for the college and university entrance examination. We call it Su-neung, Japanese Center-test and Taiwanese Hakoaneungryuk-test. China cresn't have such a system but they execute a kind of scholarly attainment test called gogo-test. This article begins with comparing the scholastic assesment English tests of the four countries including China about how they are made up of and what are their merits and defects. After a brief review of our Su-neung English our general advantage and disadvantage are considered. Validity and reliability of our English test are the two key words for the issues. Next some ireas to better our Su-neung English test are suggested. Some are clued or brought from the methods of the other three countries, and the other suggestions are remodeled from our patterns. Our main problems are that we do not test such basic elements as vocabulary, sound patterns, grammar, etc. and that the question patterns are always set up. Such tendeocies lead students to ignore the fundamental ability of English and to learn the tricks to choose the right answers. Another problem of ours is that our method is concentrated only on listening and reading abilities. We can improve the writing ability test by applying those of Japan, Taiwan, and China. But for the effective speaking ability test we need more research. The other problem is, our reading comprehension test is about the form of the paragraph but those of other countries are about the contents of the text. Besides, our reading material are short ones made of aoout 100 words. Other countries' materials are of various patterns and much longer. We should test the understanding ability of the text but not the knowledge aoout the forms of the paragraphs, and our reading text should be far longer. Because overall reading competence can be better estimated by long reading materials. Lastly now is the time that the one-way method of multiple-choice items should be reconsidered and the alternative way should be quested.
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Our Scholastic Assessment test has a dual-design which aims to evaluate the scholastic competences and the learning achievements in the high school. On the other hand, the Center Test measures the scholastic attaiments. And so our test system adapts the intergrated test, focusing the communicative competences such as the listening skill and the reading skill. The Japanese test system uses the discrete-point test, placing emphasis on the cotrol of phomernes. intonation patterns, vocabulary items, structure patterns, the reading comprehension and the like. Knowing English is more than just knowing several discrete elements of English. Our problem is that we do not test any basic English ability and the question items are always set up. Such tendencies lead the students not to study English but to learn the know-how to answer the questions. Besides, our questions are so easy that students tend to neglect English studies and that the grading function is not so good. Japan makes great account of the elementary ability of English and their question patterns are not artless and systematical. Our test patterns are artful, up to date, and not systematical. For example, our reading test materials are all made of short paragraphs and none of long ones but those of Japan are of some short paragraphs, of some middle ones, and of long ones. Overall reading competece can be well estimated only by long paragraphs. Now it"s time to recosider our Scholastic Assessment Test pattern for English and the one-way method of multiple-choice items should be improved as well. TOEFL"s new computer based test system can be the useful model for us, I think.
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º» ¿¬±¸ÀÇ ¸ñÀûÀº °íµîÇб³ ¿µ¾î ±³°ú¼, EBS ¼ö´É ¿¬°è±³Àç, ±×¸®°í ¼ö´É¿µ¾î½ÃÇèÀÇ ÄÚÆÛ½º ±â¹Ý ¾îÈÖ ¼öÁØ°ú À̵¶¼ºÀ» Á¶»çÇÏ°í 3ÀÚ°£¿¡ ¿¬°ü¼ºÀ» ºñ±³ ºÐ¼®ÇÏ´Â °Í¿¡ ÀÖ´Ù. ºÐ¼®´ë»óÀº 2015Çг⵵ ¼ö´É¿µ¾î½ÃÇè¿¡ äÅÃµÈ 2009°³Á¤ ±³À°°úÁ¤ÀÇ °íµîÇб³ ¡®¿µ¾î¥°¡¯, ¡®¿µ¾î¥±¡¯ ±³°ú¼ °¢°¢ 8±ÇÀ» ¼±Á¤ÇÏ°í, EBS ¼ö´É ¿¬°è±³Àç·Î´Â 2015Çг⵵ ¼ö´ÉÀ» À§ÇØ Ãâ½ÃµÈ ¡®¼ö´É ¿¬°è±³Àç Áß µ¶ÇØ ¿µ¿ª 6±Ç¡¯À» ¼±Á¤ÇÏ¿´À¸¸ç, ¼ö´É¿µ¾î½ÃÇèÀº Áö³ ¡®3³â°£ ¼ö´É ¸ðÀÇ°í»ç¿Í ¼ö´É¡¯À» ºÐ¼®´ë»óÀ¸·Î ÇÏ¿´´Ù. ºÐ¼®´ë»óÀÇ ÄÚÆÛ½º ¾îÈÖ ¼öÁØÀ» »ìÆ캸±â À§ÇØ °¢ ¿¬±¸ ºÐ¼® ´ë»óÀÇ ÅؽºÆ®¸¦ ±¸Ãà ÇÏ¿´À¸¸ç ºÐ¼® µµ±¸´Â ÄÚÆÛ½º ¼ÒÇÁÆ®¿þ¾î Áß ÇϳªÀÎ WordSmith Tools 6.0À» »ç¿ëÇÏ¿´°í, ¼ÒÇÁÆ®¿þ¾î ÇÁ·Î±×·¥¿¡¼ Á¦°øÇØ ÁÖ´Â WordList ±â´ÉÀ» ÅëÇØ ÅäÅ«(Token), ŸÀÔ(Type), TTR¿Í STTRÀ» »êÃâÇÏ¿´´Ù. ¶ÇÇÑ ¿µ¾î ±³°ú¼, ¼ö´É ¿¬°è±³Àç, ¼ö´ÉÀÇ À̵¶¼º(Readability) Áö¼ö¸¦ ¾Ë¾Æº¸±â À§Çؼ http://online-utility.org ¿Í http://gunning-fog-index.com/index.html »çÀÌÆ®À» È°¿ëÇÏ¿© Flesch Reading Ease, Flesch-Kincaid Grade Level°ú Gunning Fog IndexÀÇ À̵¶¼º Áö¼ö¸¦ ºÐ¼®ÇÏ¿´´Ù. º» ¿¬±¸ÀÇ ºÐ¼®°á°ú´Â ´ÙÀ½°ú °°´Ù. ù°, ¿µ¾î¥°°ú ¿µ¾î¥± ±³°ú¼¸¦ ºñ±³ÇßÀ» ¶§ ÅäÅ«¼ö°¡ ¾à500¡1,300°³, ŸÀÔÀº ¾à100¡200°³ ±îÁö ¿µ¾î¥± ±³°ú¼°¡ ´õ ¸¹ÀÌ »ç¿ëÇÏ¿´°í, ³À̵µ(À̵¶¼º Áö¼ö)µµ ¿µ¾î¥°±³°ú¼ º¸´Ù ¿µ¾î¥±±³°ú¼°¡ ´õ ³ôÀº °ÍÀ¸·Î ºÐ¼®µÇ¾î ¿µ¾î¥°±³°ú¼º¸´Ù ¿µ¾î¥± ±³°ú¼¿¡¼ ´õ ¸¹Àº ¾îÈÖ¸¦ È°¿ëÇÏ°í ÀÖ°í ´Ù¾çÇÑ ÁÖÁ¦¸¦ ¹ÙÅÁÀ¸·Î ±³°ú¼°¡ Á¦À۵ǾúÀ» °ÍÀ¸·Î ¿¹»óµÈ´Ù. µÑ°, ¼ö´É ¿¬°è±³Àç°£ÀÇ Ç¥ÁØÆíÂ÷´Â 0.7007·Î¼ ÆíÂ÷°¡ ÀûÀº ÆíÀ¸·Î ÀüüÀûÀ¸·Î °í¸¥ ¼öÁØÀÇ ÅؽºÆ®¸¦ Á¦°øÇÏ°í ÀÖÁö¸¸ °íµîÇб³ ¿µ¾î ±³°ú¼¿Í ºñ±³ÇØ º¸¸é ÇÑ ¹®Àå ´ç Æò±Õ ´Ü¾î ¼ö¸¦ ¾à 5.5°³ ¸¹ÀÌ »ç¿ëÇÔÀ» ¾Ë ¼ö ÀÖ¾ú´Ù. ¶ÇÇÑ ¼ö´É ¿¬°è±³Àç ¸ðµÎ ¹Ì±¹ÇÐÁ¦·Î 12ÇгâÀÌ»óÀ¸·Î ¹Ì±¹ °í3Çлýµé¿¡ ÇØ´çÇÏ´Â »ó´çÈ÷ ³ôÀº ¼öÁØÀÌ¸ç ±³°ú¼¿Í ÃÖ¼Ò µÎ °³ ÇгâÀÌ»óÀÌ Â÷ÀÌ°¡ ³ª´Â ¹®Á¦Á¡ÀÌ ¹ß»ýÇÏ¿´´Ù. ¼Â°, 2013Çг⵵ºÎÅÍ 2015Çг⵵±îÁö ¼ö´É¿µ¾î½ÃÇèÀÇ º¯È°¡ »ó´çÈ÷ ¸¹ÀÌ ³ªÅ¸³µ´Ù. ºÐ¼®°á°ú ¼ö´É¿µ¾î½ÃÇèÀÇ ¼öÁØÀ» °íµîÇб³ ¿µ¾î ±³°ú¼ÀÇ À̵¶¼º Áö¼ö¸¦ Åä´ë·Î Çг⠼öÁØ È¯»êÇ¥·Î º¯È¯ÇßÀ» ¶§ µÎ °³ ÇгâÀÇ Â÷ÀÌ°¡ ³µ´Ù. ÀÌ´Â °íµîÇб³ ¿µ¾î ±³°ú¼º¸´Ù ¼ö´É¿µ¾î½ÃÇèÀÌ ÈξÀ ¸¹Àº ¾îÈÖ¿Í ³À̵µ(À̵¶¼º Áö¼ö)¸¦ ¿ä±¸ÇÏ°í ÀÖ´Â °ÍÀ¸·Î ¿µ¾î±³°ú¼¿Í ¼ö´É¿µ¾î½ÃÇè °£ÀÇ ¿¬°è¼º¿¡ ½É°¢ÇÑ ¹®Á¦°¡ ÀÖ´Ù°í º¼ ¼ö ÀÖÀ¸¸ç ¼ö´É¿¡¼ ¿ä±¸ÇÏ´Â ¾îÈÖ ¼öÁØÀ» ¿µ¾î ±³°ú¼ÀÇ ¾îÈÖ ¼öÁØÀ¸·Î ÃæÁ·ÇϱⰡ ¾î·Æ´Ù°í º¼ ¼ö ÀÖ´Ù. ºÐ¼® °á°ú¸¦ Åä´ë·Î º¼ ¶§ Á¡Â÷ÀûÀ¸·Î ¼ö´É°ú EBS ¼ö´É ¿¬°è±³ÀçÀÇ ¾îÈÖ ¹× ³À̵µ°¡ ³·¾ÆÁö°í´Â ÀÖÁö¸¸ ¼ö´É ¿¬°è±³Àç¿Í ¼ö´ÉÀÇ ¾îÈÖ ¼öÁØÀº °íµîÇб³ ¿µ¾î ±³°ú¼ ¼öÁغ¸´Ù ³ô±â ¶§¹®¿¡ ¼öÇè»ýµéÀÌ ±³°ú¼·Î¸¸ ¼ö´ÉÀ» ÁغñÇßÀ» °æ¿ì »ó´çÇÑ ³À̵µ Â÷À̸¦ ü°¨ÇÒ °ÍÀ¸·Î º¸ÀδÙ. ÀÌ¿¡ ¼ö´ÉÀ» ÁغñÇÏ´Â ÇлýÀ̶ó¸é Ãß°¡ÀûÀÎ ¾îÈÖ ÇнÀÀÌ ÇÊ¿äÇÏ°Ô µÇ¸é¼ ¼ö´É ¿¬°è±³Àç°¡ ±³°ú¼ ÀÚ¸®¸¦ ´ë½ÅÇÏ°í ÀÖ´Â °ÍÀÌ Çö½ÇÀÌ´Ù. µû¶ó¼ ±³°ú¼¿Í ¼ö´É ¿¬°è±³ÀçÀÇ ¾îÈÖ ¼öÁØ°ú ³À̵µ¸¦ Á¶ÀýÇؼ ±³°ú¼ÀÇ ºñÀ²À» 70%, EBS ¿µ¾î ±³À縦 30% Á¤µµ·Î ÇÏ¿© ¼ö´É¿µ¾î½ÃÇè¿¡ ¿¬°è¸¦ ÇÒ ¼ö ÀÖ´Â Á¤Ã¥Àû ³íÀÇ°¡ ÇÊ¿äÇÒ °ÍÀ» º¸ÀδÙ.
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This study is an analysis of vocabulary in College Scholastic Ability Tests administered in the years 2010-2013 and EBS English books. The purpose of this study is to analyse how many vocabularies of EBS English books have been used for CSAT. To achieve this purpose, the texts of four CSAT including listening passages and six EBS English books were used. The results of this study are summarized as follows. First, through the analysis on the reflection rate of EBS lecture and EBS English books in CSAT, the reflection rate is about 30% in 2010 and about 70% in the years 2011-2013. Second, through the analysis on the tokens and types of vocabularies in CSAT and EBS English books in the years 2010-2013, the rate of the tokens and types of vacabulraries shows the higher difficulty degrees of passage. So the difficulty degrees of passage in CSAT are getting harder and harder. Third, the reflection rate of vacabularies used in EBS English books which has been used in CSAT is 99%. Most of vocabularies used in EBS English books mirrored vocabulraries of CSAT. Based on the finding above, the reflection rate of common vocabulraries in CSAT and EBS English books is very high. So it will be helpful for students who prepare for CSAT if they study EBS English books.
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º» ¿¬±¸´Â °íµîÇб³ 3Çгâ ÇлýµéÀÇ EBS¼ö´É¿µ¾î¼ºñ½º È°¿ë½ÇÅÂ¿Í ÀνĿ¡ ´ëÇØ ¾Ë¾Æº¸°í, ´ëÇмöÇдɷ½ÃÇè°ú EBS¿¬°èÁ¤Ã¥ÀÌ ÀǵµÇß´ø ´ë·Î »ç±³À°ºñ¿ëÀÇ °¨¼Ò¸¦ °¡Á®¿Ô´ÂÁö Á¶»çÇÏ¿© EBS¼ö´É¿µ¾î¼ºñ½º°¡ ³ª¾Æ°¥ ¹æÇâ¿¡ ´ëÇØ ³íÇÏ°íÀÚ ¼öÇàµÇ¾ú´Ù. ¿¬±¸´ë»óÀº ºÎ»ê¼ÒÀçÀÇ ÀÏ¹Ý °íµîÇб³ 3Çгâ Çлý 90¸íÀ» ´ë»óÀ¸·Î ¼³¹®Á¶»ç¸¦ ½Ç½ÃÇÏ¿´°í, 7¸íÀ» ´ë»óÀ¸·Î ÀÎÅͺ並 ½Ç½ÃÇÏ¿´´Ù. º» ¿¬±¸ÀÇ ½ÇÇè ÀڷḦ ºÐ¼®Çϱâ À§ÇØ ¥ö2°ËÁõÀ» ½Ç½ÃÇÏ¿´À¸¸ç ¿¬±¸ °á°ú´Â ´ÙÀ½°ú °°´Ù. 
 ù°, °íµîÇб³ 3Çгâ Çлý ´ëºÎºÐÀÌ EBS¼ö´É¿µ¾î¼ºñ½º¸¦ È°¿ëÇÏ°í ÀÖ´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. ÇлýµéÀº Æò±Õ 1.97±ÇÀÇ EBS¼ö´É¿µ¾î ±³À縦 »ç¿ëÇÏ°í, ¼ö¾÷ ½Ã°£ Áß ±³Àç ´ë½Å¿¡ »ç¿ëÇÏ´Â °æ¿ì°¡ ¸¹¾Ò´Ù. ÀÌ·¯ÇÑ °á°ú´Â ´ëÇмöÇдɷ½ÃÇè°ú EBS¼ö´É¿µ¾îÀÇ ¿¬°èÀ²ÀÌ 70%ÀÌ»ó µÇ¸é¼ Çб³ ¼ö¾÷¿¡¼ Á¤±Ô°úÁ¤À» Á¦´ë·Î ¼ÒÈÇÏÁö ¸øÇÏ°í EBS¿µ¾î±³À縦 »ç¿ëÇÏ´Â °ÍÀ¸·Î º¸ÀδÙ. EBS¿Í ´ëÇмöÇдɷ½ÃÇèÀÌ ÇöÀç¿Í °°ÀÌ ¿¬°è µÈ´Ù¸é, ÇлýµéÀÇ EBS±³ÀçÀÇ ¼ö´Â À¯Áö ¶Ç´Â Áõ°¡ÇÏ°Ô µÉ °ÍÀÌ´Ù. 
 µÑ°, ÇлýµéÀº EBS¼ö´É¿µ¾î¼ºñ½ºÀÇ °»ç, °ÀÇ, ºÎ°¡¼ºñ½º¿¡ ´ëÇØ ÀüüÀûÀ¸·Î ¸¸Á·ÇÏ°í, EBS¼ö´É¿µ¾î¼ºñ½º°¡ ¿µ¾î µè±â¿Í Àбâ, ¾²±â, ¸»ÇϱâÀÇ 4¿µ¿ª¿¡ ´ëÇØ µµ¿òÀÌ µÈ´Ù ÇÏ¿´´Ù. ÇÏÁö¸¸ ´Ù¼öÀÇ ÇлýµéÀÌ EBS¼ö´É¿µ¾î¼ºñ½º°¡ ¿µ¾î¿¡ ´ëÇÑ Èï¹Ì¸¦ °¡Áö°Ô Çϴµ¥ µµ¿òÀÌ µÇÁö ¾Ê°í, EBS ±³ÀçÀÇ ³À̵µ°¡ ¾î·Æ´Ù°í ÇÏ¿´´Ù. ¶ÇÇÑ ´ëÇмöÇдɷ½ÃÇè°ú EBS°¡ ¿¬°èµÇÁö ¾ÊÀ» °æ¿ì EBS¼ö´É¿µ¾î¼ºñ½º¸¦ È°¿ëÇÏÁö ¾Ê°Ú´Ù°í ÀÀ´äÇÏ¿´´Ù. ÀÌ·¯ÇÑ °á°ú´Â ÇлýµéÀÌ ÁÖ·Î EBS¼ö´É¿µ¾î¼ºñ½º¸¦ ´ëÇмöÇдɷ½ÃÇè°úÀÇ ¿¬°è ¶§¹®¿¡ »ç¿ëÇϸç, EBS¼ö´É¿µ¾î¼ºñ½ºÀÇ ³À̵µ³ª Èï¹Ìµµ µîÀÌ ÁúÀûÀ¸·Î ¼öÁ¤ µÇ¾î¾ß ÇÒ °ÍÀ» ½Ã»çÇÑ´Ù. 
 ¼Â°, EBS¿Í ´ëÇмöÇдɷ½ÃÇèÀÇ ¿¬°èÀ² Çâ»ó¿¡µµ ºÒ±¸ÇÏ°í »ç±³À°Àº ¿©ÀüÈ÷ ¼ºÇàÇÏ°í ÀÖ¾ú´Ù. »ç±³À°À» ¹Þ´Â ÇлýµéÀÇ °æ¿ì ¿µ¾î½Ç·Â Çâ»ó¿¡ È¿°úÀûÀÌ°í, Çб³ ¼ö¾÷ÀÌ ÃæºÐÇÏÁö ¾Ê¾Æ¼ »ç±³À°À» ¹Þ´Â °æ¿ì°¡ ¸¹¾Ò´Ù. ¶ÇÇÑ »ç±³À°¿¡ 51¸¸¿ø ÀÌ»óÀ» »ç¿ëÇÏ´Â ÇлýÀÌ 11.1%¸¦ ³Ñ´Â °ÍÀ» ÅëÇÏ¿© ÇлýµéÀÌ ¿©ÀüÈ÷ ¸¹Àº µ·À» »ç±³À°¿¡ »ç¿ëÇÏ°í ÀÖ´Ù´Â °ÍÀ» ¾Ë ¼ö ÀÖ¾ú´Ù. ÀÌ·¯ÇÑ °á°ú´Â EBS¼ö´É ±³Àç¿Í °ÀÇ¿Í Çб³ ¼ö¾÷¸¸À¸·Î ¼ö´É Áغñ°¡ °¡´ÉÇÏ°Ô ÇÏ°Ú´Ù°í ¹ßÇ¥ÇÑ Á¤ºÎÀÇ ÃëÁö¿Í ´Ù¸£´Ù°í ÇÒ ¼ö ÀÖ´Ù. EBS¼ö´É¿µ¾î¼ºñ½º°¡ ÀǵµÇÑ ´ë·Î »ç±³À°À» ȹ±âÀûÀ¸·Î ÁÙ¿´´Ù°í º¸±â´Â ¾î·Á¿ì¸ç, EBS¼ö´É¿µ¾î ¹æ¼Û ¼ºñ½ºÀÇ ³»¿ëÀûÀÎ Ãø¸éÀÇ °³¼±ÀÌ ÇÊ¿äÇÏ´Ù°í ÇÒ ¼ö ÀÖ´Ù. EBS¼ö´É¿µ¾î¼ºñ½º°¡ ³ª¾Æ¾ß ÇÒ ¹æÇâ¿¡ ´ëÇÑ Á¦¾ðÀº ´ÙÀ½°ú °°´Ù. 
 ù°, EBS¼ö´É¿µ¾î¼ºñ½º°¡ ÇлýµéÀÇ Èï¹Ì¸¦ ²ø ¼ö ÀÖµµ·Ï ³»¿ëÀ» ±¸¼ºÇÒ ÇÊ¿ä°¡ ÀÖ´Ù. ¼³¹®Á¶»ç °á°ú ÇлýµéÀº EBS¼ö´É¿µ¾î¼ºñ½º°¡ ¿µ¾î ÇнÀ¿¡ µµ¿òÀÌ µÇ±âº¸´Ù´Â ¾Ï±â À§ÁÖ°¡ ¸¹´Ù°í ÇÏ¿´´Ù. µû¶ó¼ ÇлýµéÀÌ ¼÷´Þ¸ñÇ¥ ÁöÇ⼺À¸·Î ´Ü¼øÇÑ »çȸÀû º¸»ó º¸´Ù´Â ÇнÀ È°µ¿¿¡ Èï¹Ì¸¦ ´À³¥ ¼ö ÀÖµµ·Ï, °¡Ä¡¸¦ ºÎ¿©ÇÏ°í µµÀüÀûÀÎ °úÁ¦¸¦ ºÎ¿©ÇؾßÇÒ ÇÊ¿ä°¡ ÀÖ´Ù(Ames, 1992). EBS¼ö´É¿µ¾î ±³Àç¿¡ ½ºÅ丮 À§ÁÖÀÇ ³»¿ë ±¸¼º°ú ȸȿµ¿ªÀ» ³Ö´Â µî ÇлýµéÀÇ Èï¹ÌÇâ»ó°ú ½Ç·Â Çâ»óÀ» À§ÇÑ ³»¿ëÀ¸·Î ±¸¼ºÇØ¾ß ÇÒ °ÍÀÌ´Ù. 
 µÑ°, ÇлýµéÀÇ ¼öÁØ¿¡ µû¶ó EBS¼ö´É¿µ¾î ±³ÀçÀÇ ³À̵µ¿Í ¹®Á¦ÁýÀÇ Çؼ³À» ¼öÁ¤ÇÒ ÇÊ¿ä°¡ ÀÖ´Ù. ÇлýµéÀº ´ëºÎºÐ EBS¼ö´É¿µ¾î¼ºñ½ºÀÇ ³À̵µ°¡ ³ô°í ¼ö´É¿µ¾î±³ÀçÀÇ Çؼ³ÀÌ Àß µÇ¾î ÀÖÁö ¾Ê´Ù°í ÇÏ¿´´Ù. ¾ð¾î ÇнÀÀº ÇѹøÀÇ Á¦½Ã·Î »ç¿ëµÇ±â°¡ ½±Áö ¾Ê±â ¶§¹®¿¡, Á¡ÁøÀûÀÎ ³À̵µ Á¶Àý°ú ¹Ýº¹ÇнÀÀ» ÅëÇÏ¿© Á¦½ÃµÇ¾î¾ß ÇÑ´Ù(Tomlinson, 1998). µû¶ó¼ EBS´Â ÇлýµéÀÇ ¼±È£µµ°¡ ³ôÀº ¹®Á¦Áý°ú Çؼ³À» ÂüÁ¶ÇÏ¿© ¼öÁغ° ³À̵µ¸¦ Á¶ÀýÇÏ°í, Çؼ³À» ´Ã¸®µµ·Ï ÇÒ ÇÊ¿ä°¡ ÀÖ´Ù°í ¿©°ÜÁø´Ù. 
 ¼Â°, Çб³¿¡¼ »ç¿ëÇÏ´Â ±³°ú¼ÀÇ ÁúÀ» ³ôÀÏ ÇÊ¿ä°¡ ÀÖ´Ù. »ç±³À° °¨¼Ò¸¦ À§ÇØ EBS¿Í ´ëÇмöÇдɷ½ÃÇèÀÇ ¿¬°èÀ²ÀÌ Áõ°¡ µÇ¾úÁö¸¸ »ç±³À°Àº ¿©ÀüÈ÷ ¼ºÇàÇÏ°í ÀÖ´Ù. »ç±³À°À» ¹Þ´Â ÇлýµéÀº Çб³ ¼ö¾÷ÀÌ ÃæºÐÇÏÁö ¾Ê°í ¿µ¾î½Ç·Â Çâ»óÀ» À§ÇÏ¿© »ç±³À°À» ÇÑ´Ù°í ÇÏ¿´´Ù. µû¶ó¼ Çб³¼ö¾÷ÀÌ ÇлýµéÀÇ ¿µ¾î ÇнÀ¿¡ µµ¿òÀÌ µÉ ¼ö ÀÖµµ·Ï Çб³¿¡¼ »ç¿ëÇÏ´Â ±³°ú¼ÀÇ ÁúÀ» ³ôÀÌ´Â °ÍÀÌ ÇÊ¿äÇÏ´Ù. ±×¸®ÇÏ¿© Çб³±³Àç¿Í EBS¼ö´É¿µ¾î¼ºñ½ºÀÇ ³»¿ëÀÌ »óÈ£ º¸¿ÏÀûÀ¸·Î ¿µ¾î ±³À°¿¡ µµ¿òÀÌ µÉ ¼ö ÀÖµµ·Ï ¼öÁ¤µÈ´Ù¸é »ç±³À°ÀÇ °¨¼Ò¿¡ Á¶±ÝÀ̳ª¸¶ µµ¿òÀÌ µÉ °ÍÀÌ´Ù.
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This study examines a comparative analysis of lexical difficulty in the English test for College Scholastic Ability Tests and EBS English Books. Specially, the research questions are as follows:
 (1) How is the lexical size of College Scholastic Ability Tests and EBS English Books?
 (2) How many words does three corpora - the Basic Vocabulary of Ministry of Education, GSL(General Service List) and AWL(Academic Word List) - include in College Scholastic Ability Tests and EBS English Books?
 (3) How is the distribution and vocabulary level of the English test for College Scholastic Ability Tests and EBS English Books with the comparison of BNC(British National Corpus)?
 
 In order to answer these questions, three English tests of Korean College Scholastic Ability Tests(2014-2016) and five EBS English Books were constructed with the corpus. The lexical difficulty and the difference were measured by WordSmith Tools 7.0. To examine these goals, two corpora have been analyzed in mainly three ways: examining their quantitative results, comparing them with several word lists, and assessing each vocabulary level based on BNC. 
 The results of this study are as follows:
 First, CSAT contains more various words along with new words in three years. Furthermore, there is a different lexical difficulty between the listening book and reading books in EBS English Books, but there is a little difference among reading books. 
 Second, the comparison of two corpora with two basic word lists - GSL and the Basic Vocabulary of Ministry of Education - reveals that the vocabulary of basic level has a higher proportion in CSAT. In the use of basic academic vocabulary from AWL, EBS English Books contain more academic vocabularies than CSAT. 
 Third, an assessment by BNC demonstrates that the vocabulary level of EBS English Books is much higher than CSAT: the level of EBS English Books are BNC 18800, while CSAT is BNC 17300. This result shows that the vocabulary of EBS English Books is significantly more difficult than CSAT.
 Judging from above the analysis, the vocabulary levels of EBS English Books are higher than CSAT. Accordingly, it is possible to conclude that EBS English Books are appropriate to study CSAT, although the amount of vocabulary to be learned in EBS English Books is higher than that of the CSAT. 
 In the result, it shows that even though the lexical diversity of CSAT is higher than EBS English Books, there is a limit of an assessment of lexical difficulty. Moreover, CSAT has high basic words and low academic word so that it is found the limit of the purpose of CSAT.
 Therefore, the results suggest that it is necessary for researcher to examine the analysis of frequency per question and lexical level in CSAT and EBS English Books. In comparison to the lexical level of EBS English Books and English textbooks, it is required to investigate the balance of the optimum level between EBS English Books and English textbooks.
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The present study aimed to compare the reading passages in the English Section of the College Scholastic Aptitude Test (CSAT) before and after the introduction of criterion-referenced evaluation in terms of syntactic complexity. By using the web-based version (Ai & Lu, 2013; Lu & Ai, 2015) of Lu¡¯s (2010, 2011) L2 Syntactic Complexity Analyzer, the five categories of syntactic complexity were examined: length of production unit (Mean Length of Clause, Mean Length of Sentence, Mean Length of T-unit), sentence complexity (Sentence Complexity Ratio), subordination (T-unit Complexity Ratio, Complex T-unit Ratio, Dependent Clause Ratio, Dependent Clauses per T-unit), coordination (Coordinate Phrases per Clause, Coordinate Phrases per T-unit, Sentence Coordination Ratio), and particular structures (Complex Nominals per Clause, Complex Nominals per T-unit, Verb Phrases per T-unit). Results showed that the reading passages between the academic years 2016-2017 (50 passages) and 2018-2019 (50 passages) did not differ across any of the fourteen syntactic complexity measures. This study suggests the need to set benchmarks against which the development of English as a second/foreign language can be measured and to utilize them in the new era of the CSAT English Section.
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The purpose of this study is to examine whether there was any difference in the lexical complexity of CSAT English reading passages by the types of assessment (norm-referenced assessment vs. criterion-referenced assessment). To this end, 2016-2019 CSAT English reading passages were collected and analyzed with 26 measures for lexical complexity (lexical density, lexical sophistication, and lexical variation). Results show that criterion-referenced 2018-2019 CSAT English reading passages did not significantly differ from norm-referenced 2016-2017 CSAT English reading passages across any of the lexical complexity measures. This means that the adoption of criterion-referenced assessment did not make any difference in the CSAT English reading passages in terms of lexical density, lexical sophistication, and lexical variation during the academic years 2016-2019. Pedagogical implications and suggestions for future research are presented.
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º» ¿¬±¸´Â Á¦ 7Â÷ ±³À°°úÁ¤ÀÇ ¿µ¾î¥± ±³°ú¼ µè±â ¹®Ç×°ú 2008¡2012Çг⵵ ¼ö´É ¿Ü±¹¾î¿µ¿ªÀÇ µè±â ¹®Ç×À» ¼¼ °¡Áö ±âÁØÀ¸·Î ºÐ¼®, ºñ±³Çغ¸°í ¾ÕÀ¸·Î ±³À°°ú Æò°¡°¡ ±àÁ¤ÀûÀÎ ¿µÇâÀ» ÁÖ°í¹ÞÀ¸¸ç ³ª¾Æ°¥ ¼ö ÀÖ´Â ¹æÇâÀ» ¸ð»öÇÏ°íÀÚ ÇÏ¿´´Ù. º» ¿¬±¸¸¦ ¼öÇàÇϱâ À§ÇØ Richards(1983), Peterson(1991), ±×¸®°í White(1998)ÀÇ µè±â ¼¼ºÎ±â¼ú ºÐ·ù¸¦ Âü°íÇÏ¿© »õ·Î¿î ±âÁØÇ¥¸¦ ÀÛ¼ºÇÏ¿´°í, Á¦ 7Â÷ ±³À°°úÁ¤ÀÇ ÇнÀ ³»¿ë ¼ºÃë ±âÁØ°ú, ¼ö´É ÀÌ¿ø¸ñÀû ºÐ·ùÇ¥ÀÇ Çൿ¿µ¿ª ±âÁØÀ» »ç¿ëÇÏ¿´´Ù. ¿¬±¸¹®Á¦´Â ´ÙÀ½°ú °°´Ù. ù°, ¿µ¾î¥± ±³°ú¼¿Í ¼ö´ÉÀÇ µè±â ¹®Ç×À» µè±â °úÁ¤¿¡ µû¸¥ µè±â ¼¼ºÎ±â¼ú ºÐ·ù ±âÁØÀ¸·Î ºÐ¼®ÇßÀ» ¶§, ¼¼ °¡Áö µè±â °úÁ¤À» ±ÕÇü ÀÖ°Ô ´Ù·ç°í Àִ°¡? ¶ÇÇÑ ºÐ¼® °á°ú¸¦ ºñ±³ÇßÀ» ¶§, ºñÀ²»ó ¾î´À Á¤µµÀÇ ÀÏÄ¡¼ºÀ» º¸À̴°¡? µÑ°, ¿µ¾î¥± ±³°ú¼¿Í ¼ö´ÉÀÇ µè±â ¹®Ç×À» Á¦ 7Â÷ ±³À°°úÁ¤ÀÇ ¿µ¾î¥± ÇнÀ ³»¿ë ¼ºÃë ¸ñÇ¥ Ãø¸é¿¡ ¾ó¸¶³ª ºÎÇÕÇϸç, ºÐ¼® °á°ú¸¦ ºñ±³ÇßÀ» ¶§ ºñÀ²»ó ¾î´À Á¤µµÀÇ ÀÏÄ¡¼ºÀ» º¸À̴°¡? ¼Â°, ¿µ¾î¥± ±³°ú¼¿Í ¼ö´ÉÀÇ µè±â ¹®Ç×À» ¼ö´ÉÀÇ ÀÌ¿ø ¸ñÀû ºÐ·ùÇ¥ÀÇ Çൿ¿µ¿ª ±âÁØÀ¸·Î ºÐ¼®ÇßÀ» ¶§ ÀÌ¿¡ ¾ó¸¶³ª ºÎÇÕÇϸç, ºÐ¼® °á°ú¸¦ ºñ±³ÇßÀ» ¶§ ºñÀ²»ó ¾î´À Á¤µµÀÇ ÀÏÄ¡¼ºÀ» º¸À̴°¡? ¿¬±¸°á°ú ù°, µè±â °úÁ¤¿¡ µû¸¥ µè±â ¼¼ºÎ±â¼ú ±âÁØÇ¥·Î ±³°ú¼¿Í ¼ö´ÉÀÇ µè±â ¹®Ç×À» ºÐ¼®ÇßÀ» ¶§, »óÇâ½Ä °úÁ¤ÀÌ 5Á¾ ±³°ú¼ Àüü µè±â¹®Ç× Áß 52.7%, ÇÏÇâ½Ä °úÁ¤Àº 42.8%, ±×¸®°í »óÈ£ÀÛ¿ë½Ä °úÁ¤Àº 3.41%·Î »óÇâ½Ä, ÇÏÇâ½Ä °úÁ¤¿¡ ºñÇØ ³·Àº ºñÁßÀ» Â÷ÁöÇÏ°í ÀÖ´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. ¼ö´ÉÀÇ °æ¿ì¿¡µµ »óÇâ½Ä °úÁ¤ÀÌ 47.1%, ÇÏÇâ½Ä °úÁ¤ÀÌ 41.2%, »óÈ£ÀÛ¿ë½Ä °úÁ¤Àº 11.8%·Î ±³°ú¼¿Í °°Àº ¼ø¼ÀÇ ºñÁßÀ¸·Î ³ªÅ¸³µ´Ù. ´ÙÀ½À¸·Î, Á¦ 7Â÷ ±³À°°úÁ¤ÀÇ 5°¡Áö ¿µ¾î¥± ÇнÀ ³»¿ë ¼ºÃë ±âÁØÀ¸·Î ±³°ú¼¸¦ ºÐ¼®ÇßÀ» ¶§, ¼¼ºÎ Á¤º¸ ÆÄ¾Ç ¼ºÃë±âÁØÀÌ 54.86%·Î °¡Àå ³ôÀº ºñÀ²À» Â÷ÁöÇÏ°í ÀÖ¾ú°í, ´ÙÀ½À¸·Î´Â ÁÖÁ¦, ´ëÀÇ, Á߽ɳ»¿ë ÆľÇÀÌ 18.9%, ÇÔÃàÀû ÀÇ¹Ì ÆľÇÀÌ 15.82%, ¿øÀΰú °á°ú ÆľÇÀÌ 7.55%, ±×¸®°í ÀüÈÄ ³»¿ë Ãß·ÐÀÌ 2.88%·Î °¡Àå ³·Àº ºñÀ²·Î ³ªÅ¸³µ´Ù. ¼ö´ÉÀÇ °æ¿ì¿¡´Â ¼¼ºÎ»çÇ× ÆľÇÀÌ 52.9%·Î °¡Àå ³ôÀº ºñÀ²À» ³ªÅ¸³»°í ÀÖ´Ù´Â Á¡ÀÌ ±³°ú¼ÀÇ °á°ú¿Í µ¿ÀÏÇÏ¿´À¸³ª ÇÔÃàÀû ÀÇ¹Ì ÆľÇÀÌ 41.2%, ÁÖÁ¦, ´ëÀÇ, Á᫐ ³»¿ë ÆľÇÀÌ 5.9%·Î ³·Àº ºñÀ²À» Â÷ÁöÇÏ°í ÀÖ´Â °ÍÀº ±³°ú¼¿Í Â÷ÀÌ°¡ ÀÖ´Â ³»¿ëÀÌ´Ù. ¸¶Áö¸·À¸·Î, ¼ö´ÉÀÇ ÀÌ¿ø ¸ñÀû ºÐ·ùÇ¥·Î ºÐ¼®ÇßÀ» ¶§ ±³°ú¼ÀÇ ¹®Ç× Áß »ç½ÇÀû ÀÌÇØ ¿µ¿ªÀÌ 48.6%·Î Àý¹Ý¿¡ °¡±î¿î ºñÁßÀ» Â÷ÁöÇÏ¿´°í, ´ÙÀ½À¸·Î´Â Á¾ÇÕÀû ÀÌÇØ ¿µ¿ªÀÌ 26.62%, Ãß·ÐÀû ÀÌÇØ ¿µ¿ªÀÌ 15.29%, Àû¿ëÀÌ 9.53%·Î °¡Àå ³·Àº ºñÁßÀ» Â÷ÁöÇÏ°í ÀÖ¾ú´Ù. ¼ö´ÉÀÇ °æ¿ì¿¡´Â ±³°ú¼¿Í ¸¶Âù°¡Áö·Î »ç½ÇÀû ÀÌÇØ ¿µ¿ªÀÌ 41.2%·Î °¡Àå ³ôÀº ºñÁßÀ» Â÷ÁöÇÏ°í ÀÖ¾úÀ¸³ª Ãß·ÐÀû ÀÌÇØ ¿µ¿ª°ú Àû¿ë ¿µ¿ªÀÌ 23.5%·Î µÎ ¹ø°·Î ³ôÀº ºñÁßÀ» Â÷ÁöÇÏ¿´°í, Á¾ÇÕÀû ÀÌÇØ ¿µ¿ªÀÌ 11.8%·Î ±³°ú¼¿Í´Â ´Þ¸® °¡Àå ³·Àº ºñÁßÀ» Â÷ÁöÇÏ°í ÀÖ¾ú´Ù. º» ¿¬±¸ °á°ú¸¦ ÅëÇØ Á¦¾ðÇÏ°íÀÚ ÇÏ´Â ¹Ù´Â ´ÙÀ½°ú °°´Ù. ù°, ±³°ú¼¿Í ¼ö´ÉÀÇ µè±â ¹®Ç×Àº °øÅëÀûÀ¸·Î »óÇâ½Ä, ÇÏÇâ½Ä °úÁ¤¿¡ ÇØ´çÇÏ´Â µè±â ¼¼ºÎ±â¼úÀº ºñ½ÁÇÑ ºñÀ²·Î ÀûÀýÇÏ°Ô ´Ù·ç°í ÀÖÁö¸¸, »óÈ£ÀÛ¿ë½Ä °úÁ¤¿¡ ÇØ´çÇÏ´Â µè±â ¼¼ºÎ±â¼úÀº ¸Å¿ì ¹Ì¹ÌÇÏ°Ô ´Ù·ç°í ÀÖ´Ù. ½ÇÁ¦ ÀÇ»ç¼ÒÅë »óȲ¿¡¼ µè±â´Â ¼¼ °¡Áö ¾ð¾î󸮰úÁ¤À» ¸ðµÎ ¿ä±¸Çϱ⠶§¹®¿¡ ±³°ú¼¿Í ¼ö´ÉÀº ¹®Ç× Á¦À۽à »óÈ£ÀÛ¿ë½Ä °úÁ¤ÀÇ µè±â ¼¼ºÎ±â¼úÀ» ±ÕÇü ÀÖ°Ô ÃâÁ¦ÇÏ¿©¾ßÇÒ Çʿ伺ÀÌ ÀÖ´Ù. µÑ°, ±³°ú¼´Â ±³À°°úÁ¤ÀÌ Á¦½ÃÇÏ°í ÀÖ´Â ¼ºÃë±âÁØÀ» ´ëü·Î °ñ°í·ç ¹Ý¿µÇÏ°í´Â ÀÖÁö¸¸ ¿©ÀüÈ÷ ƯÁ¤ ¼ºÃë±âÁØ¿¡¸¸ ÆíÁßµÇ¾î ¹®Ç×ÀÌ ÃâÁ¦µÇ°í ÀÖ´Ù. µû¶ó¼, ´Ù¸¥ ¼ºÃë±âÁØ ¶ÇÇÑ ±ÕÇü ÀÖ°Ô ´Ù·ê ¼ö ÀÖµµ·Ï °í·ÁÇÏ¿©¾ß ÇÑ´Ù. ¼ö´ÉÀº ¼ºÃë±âÁØÀ» ¸ðµÎ ¹Ý¿µÇÏÁö ¾Ê°í ÀÖÀ¸¸ç ´Ù·ç°í ÀÖ´Â ¼ºÃë±âÁØ ¶ÇÇÑ Æ¯Á¤ Ç׸ñ¿¡ ÁýÁߵǾî ÀÖ´Ù. ¶ÇÇÑ ¹®Ç×ÀÇ À¯Çü ¹× ¼ø¼ ¶ÇÇÑ °íÂøÈµÇ¾î ´Ù¾çÇÑ µè±â ¹®Ç×À¸·ÎÀÇ Á¢±ÙÀÌ ¾î·Á¿î ½ÇÁ¤ÀÌ´Ù. µû¶ó¼ ´Ù¹æ¸éÀ» °í·ÁÇÑ µè±â ¹®Ç×ÀÇ °³¼±ÀÌ ¿ä±¸µÈ´Ù.
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In recent years, the English section of the Korean College Scholastic Ability Test (KCSAT English) has undergone significant changes, including the introduction of the ¡°jeoldaepyeongga¡± (or absolute grading, AG) system. Given the considerable span of time that has passed since the implementation of the AG system, there is an urgent need to investigate the intended and unintended consequences of this system for English education, particularly at college/university levels. With this as background, the purposes of the current study are to collect data that can show the changing trends in college English education in pre- and post-implementation years of jeoldaepyeongga and to examine whether there are any noteworthy patterns of changes that can be linked to the ¡°jeoldaepyeongga¡± implementation. Analyses of quantitative and qualitative data provided some meaningful results. First, test score data revealed that the percentages of test takers who achieved higher score bands increased in post-implementation years while those who achieved lower ones decreased. Second, the percentage of first-year students attaining the highest score band (Band 1) at a selected national university declined whereas those achieving Score Bands 2, 3, and 4 rose. Third, a college instructor survey showed that instructors of general English courses in colleges are pessimistic about the future of English education in Korea and identify the implementation of the jeoldaepyeongga system to be a prime reason for the diminished status, and gloomy future, of English education. Finally, a focus group interview provided some new insights. Implications of these findings are discussed along with future directions for further investigation.
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The study examined the linguistic complexity levels of reading passages in the College Entrance English Examination (CEEE) and compared them with those in English II and the Scholastic Ability Test (SAT). Reading passages from the three most recently administered papers of the CEEE, two randomly selected English II textbooks, three English papers of the SAT were compiled into corpora and analyzed by VocabProfile and L2 Syntactic Complexity Analyzer to assess their lexical and grammatical complexity levels. VocabProfile analyses indicated that the lexical level of the CEEE was slightly higher than that of the textbooks but considerably lower than that of the SAT. To reach 98% coverage, 4,859, 3,918, and 7,814 word families were required for the CEEE, English II, and the SAT corpus, respectively. In addition, the grammatical complexity level of the CEEE was found to be slightly higher than that of English II but as high as that of the SAT. These findings suggest that the linguistic complexity of reading passages in the CEEE is fairly demanding and can pose a considerable burden on those taking the CEEE. Implications of the findings and future directions for research are suggested. (190 words)
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