아동 한국어 학습자의 한국어 능력 범주 및 평가 구인 설정 연구 = A Study on Korean Language Competence and Construct for Assessing Young Korean Language Learners

다국어 초록 (Multilingual Abstract)

This study aims to examine communicative competence of young Korean language learners and to develop constructs for assessing their communicative competence. In this study, young Korean language learners are defined as those children whose Korean is their foreign or second language or whose Korean is their only language, but is underdeveloped to be their sufficiently-fluent first language. It is a widely shared notion that evaluative constructs for assessing communicative competence of young language learners should be different from those for adult learners. Teachers who assess young Korean language learners need to understand what language competence could be expected to be developed by them upon their age before the teachers design how to assess them. Since knowing what to test precedes knowing how to test, defining communicative competence of Korean speaking children will be the first step to develop testing material. In order to meet this purpose, this study analyses ``2012 national curriculum for elementary Korean language department`` to identify what language abilities are accepted as teachable, or assessable contents and to understand communicative competence of young Korean language learners upon their age. Also this study examines the characteristics of language development of young language learners and reflects these characteristics when identify communicative competence and constructs of assessment of young Korean language learners. To summarize the result of this study, it is desirable to assess basic literacy and an ability to talk about oneself and their feeling in case of 8∼9 year-old learners, and to start assessing sociolinguistic competence and discoursal competence when they reach to age of 10 or 11. And when they become more then 12, it is possible to assess sociolinguistic competence relating discourse type, situation, interlocutor, purpose of discourse and to assess expansive discoursal competence. Strategic competence, regarding that this competence is easily to be imponderable elements in setting of classroom evaluation, is selected as an optional construct.

참고문헌 (Reference)

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