본문 바로가기
  • Home
Basic Search

A Study on Trends in the Korean Language Examination for Public Officials(Grade 9) over the Past Decade and Proposals for its Improvement

  • International Journal of Glocal Language and Literary Studies(약칭: IGLL)
  • Abbr : IGLL
  • 2024, (16), pp.31~45
  • DOI : 10.23073/riks.2024..16.003
  • Publisher : Glocal Institute of Language and Literary Studies(GILLS)
  • Research Area : Humanities > Other Humanities
  • Received : May 15, 2024
  • Accepted : June 15, 2024
  • Published : June 30, 2024

shin, horim 1

1안동대학교

Accredited

ABSTRACT

The purpose of this article is to analyze the past 10 years of examination questions for the grade 9 public official Korean language examination and to explore the issues and directions for improvement based on this analysis. The specific analysis included a total of 460 questions from 23 past examinations from 2013 to 2022. The analysis of the past decade’sexamination questions involved reviewing the ratio between knowledge-based and reasoningbased questions and examining detailed subtypes within the reasoning-based questions, focusing on comprehension, inference, and critique areas. Furthermore, the content and types of passages and questions presented in the examination questions were also investigated. As a result, several issues were identified, stemming primarily from the inability of the grade 9 public official Korean language examination structure to fully encompass the changing trends in examination administration and societal demands. While there has been an increase in the proportion of reasoningbased questions since 2018 to accommodate societal demands, it signifies that concerns such as balancing comprehension, inference, and critique areas, diversifying passage content, and standardizing question formats were not adequately addressed. To address these issues, a transition from the existing structure of “speaking/listening/writing/reading” to “comprehension ability,” “inference ability,” and “critique ability” is necessary. This entails reconfiguring theexamination areas by setting thethree abilities that measure logical thinking as the main components of the structure. With this transition, it would be possible to stabilize adjustments in the proportions of questions per area, diversify passage content, and standardize questions. Particularly, since the identity of the grade 9 public official examination is closely linked to proficiency in “Korean,” measures should be devised to evaluate understanding of “basic Korean language ability” and “Korean literature” in a manner that assesses logical thinking rather than memorization.

Statistics

  • 530 Viewed
  • 104 Downloaded

Tools

Issue List

Citation status

* References for papers published after 2024 are currently being built.

Basic Search Advanced Search