본문 바로가기
  • Home

A Comparison of Linguistic Aspects in 2015-2019 NAEA English Listening Texts Between School Levels and Between Language Forms

  • Modern English Education
  • Abbr : MEESO
  • 2022, 23(4), pp.1-11
  • DOI : 10.18095/meeso.2022.23.4.1
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : October 31, 2022
  • Accepted : December 1, 2022
  • Published : December 31, 2022

Jiyoung Lee 1

1부산대학교

Accredited

ABSTRACT

The current study aims to investigate English listening texts of the National Assessment of Educational Achievement (NAEA) at word, sentence, and text levels. It classifies NAEA listening texts into two school levels (middle school and high school) and two forms of spoken language (dialogues and monologues). It is necessary to examine changes of linguistic aspects in the NAEA for both middle and high school students to figure out whether text difficulty systematically rises as school level increases. The corpus for this study includes 169 listening texts from five academic years from 2015 to 2019. In this period, tests were implemented as paper-based tests. Two research questions are about linguistic differences of NAEA listening texts between middle school and high school and between dialogues and monologues at word, sentence and text levels. Coh-Metrix analyzed descriptive measures related to words, lexical diversity, and word information for wordlevel analysis, descriptive measures related to sentences and syntactic complexity for sentence-level analysis, and readability and referential cohesion for text-level analysis. Results and educational implications could increase the quality of NAEA listening texts.

Citation status

* References for papers published after 2022 are currently being built.