중·장기 학교 영어교육 발전을 위한 영어 성취 기준 개발 방안 탐색

Exploring the Development of English Language Achievement Standards for a Long-term English Language Education in Schools

In the long-term plan of Korean English education, there is a need to develop English Language Achievement Standards(ELASs) for Korean learners based on more empirical data. ELAS can be used as a basis for developing the National English Language Curriculum and policies for English language education in Korea. The primary purpose of this study was to present literature analysis, prerequisites and methods for developing ELASs for the long-term English education in Korea. Common European Framework of Reference for Languages(CEFR) was developed in the European Union to provide a common basis for European language education. CEFR levels are divided into three levels such as A, B, C and each level being subdivided into 1 and 2. The levels are sequentially arranged from the lowest level A1 to the highest level C2. Likewise, the development of the Korean version of CEFR(K-CEFR) for Korean learners should be made for the long-term plan for English language education. To do this, firstly, it is necessary to construct a corpus to collect language samples of Korean English learners. Secondly, what should be done is to determine the use and scope of ELASs. For K-CEFR, it is suggested to observe the problems revealed in the existing CEFR or in achievement standard development process and to construct English achievement standards based on the data about Korean students’ actual English learning capabilities.