S-Space College of Education (사범대학) Korean Language Education Research Institute (국어교육연구소) 국어교육연구 (The Education of Korean Language) 국어교육연구 Volume 11/12 (2003)
한국어 말하기 평가에서 전략적 능력과 어휘 구사력의 평가-일본인 학습자를 대상으로 한 성취도 평가를 중심으로-
A Study on the Evaluation of Strategic Competence and Lexical Ability in Korean Speaking
- 사와다, 히로유키
- Issue Date
- 서울대학교 국어교육연구소
- 국어교육연구, Vol.12, pp. 101-130
- speaking evaluation; communicative competence; strategic competence; lexical ablity; achievement test; Japenes Korean learners
- The role of evaluation in education is not only Treasuring education and degree of learning but also giving feedback after reviewing the overall educational program, including such aspects as educational objectives, curriculum, textbooks and teaching method, etc., and the right evaluation method can have a positive washback effect for effective teaching and classwork
If the usual classroom communicative activities are not reflected in the evaluation of the students, even though the class is conducted in order to promote communicative competence, then the method of evaluation is inappropriate and cannot fulfill its intended role.
At present, language education in Korean as a second or foreign language takes communicative competence as the educational objective and centers the classroom activities around this goal. Therefore, as far as the evaluation of Korean language ability is concerned, the main objective of evaluation should be to evaluate skill in communicative competence, which is the stated educational objective, but which has not been done well because of the difficulty in reliability and practicality of assessing learners' oral language ability.
In Korean language education, studies in speaking evaluation have discussed mainly the evaluation method, namely how to assess speaking, so the evaluation of each criterion of communicative competence was presented according to the grade broadly but it doesn't mention which items could be as a subordinate classification of each competence and the relation among each competence.
The objective of this study is to consider the evaluation criteria of strategic competence, which is a part of communicative competence, compared with command of vocabulary, which is a part of grammatical competence. The reason I chose strategic competence as a sub-classification of communicative competence is that speaking is not an individual activity and it has characteristics composed by all participants of dialogue interactively, and oral interaction puts more emphasis on the strategic competence needed in the process of using language.
However, because strategic competence is a matter mainly of vocabulary, we can consider a person in assessing to be one who has the ability of task performance but is lack of the accuracy in terms of vocabulary and grammar.
That's why we consider command of vocabulary in addition to strategic competence and I will consider assesment items for strategic competence and command of vocabulary for japanese Korean learners. I will also consider which strategy they would probably use to communicate, which is based on my experience and observation of dialogue between japanese Korean learners and Korean native speakers.