외국어 고등학교 입학시험 듣기평가의 문항 분석

A study on analysis of the English listening test items in foreign language high school entrance exams based on communicative competence model and passage format

This study is designed to examine the characteristics and the validity of English listening test items in Foreign Language High School (FLHS) entrance exams by analyzing the items with reconstructed criteria of Bachman and Palmer's (1996) communicative competence and the passage format. The primary purpose of this study is to analyze the listening test items based on the various passage formats and modified Bachman and Palmer's (1996) communicative competence model. For this study, 1682 listening test items from the last seven years are collected out of eight different FLHSs. The study specifically analyzes the test items with revised analysis criteria of the passage format and communicative competence. The analyzed data are calculated from the frequency statistics from year to year or from school to school. In relation to communicative competence, one native speaker who has teaching experience in Korea analyzes the items as an addition rater afer being trained for the criteria of communicative competence after considerable number of discussion sessions. The research findings are as follows: First, "Dialogue" (52.9%) takes up the largest percentage of the total, followed by "Discourse" (23.8%), "Reading" (20.0%), and "Integrative Passages" (3.3%), although the percentage is very different from year to year and from school to school. Second, communicative competence is not measured in a balanced way. There are many items related to textual competence, but the test items for illocutionary competence and sociolinguistic competence show relatively low percentages.