한국어 학습자의 발화에 대한 한국어 교사와 비교사 원어민 간의 평가 차이 연구

An investigation of the differences between novice teachers, experienced teachers and non-teacher native speakers in evaluation of Korean language learners’ speech.

This study aim is to investigate the scoring patterns in speaking test evaluation amongst novice teachers, experienced teachers and non-teacher natives and to know to what extent they are different from each other. To this end, ten novice teachers, ten experienced teachers and ten non-teacher natives scored twenty examinee’s responses to a semi-direct speaking test consisting of three tasks using a six-point Likert scale for accuracy (segmental; suprasegmental), fluency(speech rate; pause), vocabulary, grammar, content, consistency/conjunction, comprehensibility, and intelligibility. The analysis of raters’ scores through a multi-facet Rasch measurement model showed distinctive variability between the rating patterns of three groups. Novice teachers scored the most strictly, while the non-teachers scored the most leniently. Furthermore the analysis displayed different rating patterns amongst the three groups on the scoring criteria, the task type and the leaners’ Korean language ability. Such findings are expected to contribute not only to a better understanding of the raters’ scoring processes and to the development of a more valid speaking assessment, but also getting more information which part of speech we have to focus on in teaching speaking. (George Mason University, Korea)