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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The purpose of this research is to analyze the problems of the way of the 32th TOPIK(advanced)’s management for the disabled examinee and to prescribe the management of the TOPIK for them. Since the TOPIK started in 1997, the number of examinee who take it as a qualifying exam for the university entrance have gradually increased. The first disabled examinee who wants to use the result of the TOPIK for entrance into the post graduated university took the 32th TOPIK(advanced level). However, there was no examination regulations and detailed management method for the disabled. The biggest problem was the examinee could not have braille test and answer. The exam supervisor read all that is printed on the test sheet. It caused two big problems. 1) The essay question in writing test became an oral test. 2) The strategies of answering to multiple choice questions could not be used in vocabulary/grammar, writing, listening, and specially reading section. The first problem is occurred because writing and speaking have different cognitive process. The second one can be strongly related to the result in reading section. Above all, these disrupt accurate assessment of the examinee’s writing and reading achievement. Therefore, this research insists the TOPIK needs to have the regulation and prescribe the management for the disabled. This research suggests 5 regulations for the blind examinee which covers the test time, supervisor, place and request of the examinee. These refer to the regulation for the disable in the other tests, such as the college scholarship ability test, TOEFL, TEPS, and a civil service exam. (Dongguk University)
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/ / 한국어능력시험 홈페이지
Brown, J. D. / 2004 / Language Assessment Principle and Classroom Practice / Person Longman
Buck, G. / 1991 / The Test of Listening Comprehension; An introspective Study / Language Testing 8 (1) : 67 ~ 91
Flower / 1981 / A Cognitive Process Theory of Writing / College Composition& Communication 32 (4) : 365 ~ 387
Joh, J. S. / 1998 / How does Text Availability Affect Performance in EFL Reading Comprehension Tests? / English Teaching 53 (3) : 199 ~ 216
Brown, J. D. / 2004 / Language Assessment Principle and Classroom Practice / Person Longman
Buck, G. / 1991 / The Test of Listening Comprehension; An introspective Study / Language Testing 8 (1) : 67 ~ 91
Flower / 1981 / A Cognitive Process Theory of Writing / College Composition& Communication 32 (4) : 365 ~ 387
Joh, J. S. / 1998 / How does Text Availability Affect Performance in EFL Reading Comprehension Tests? / English Teaching 53 (3) : 199 ~ 216
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