• 비교문화연구
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• 제31권
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• pp.395-414
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• 2013

EPS-TOPIK is a test of Korean proficiency which is enforced at the level of Korean government for the selection of competent foreign workers. Therefore, it must ensure validity and reliability, and practicability as a language assessment tool. For seeking a way of developing EPS-TOPIK, in this paper, the current state of EPS-TOPIK was investigated based upon the materials published by the Korean government, and the questions of EPS-TOPIK were analysed. Together with this, newspaper articles both in Korea and in foreign countries were also analyzed, and the directors of the EPS center abroad were interviewed. According to the survey results, as expected, the local environment of Korean education is poor in a number of ways to improve the Korean communication skills of foreign workers, as well as to prepare the EPS-TOPIK. To improve the efficiency of the EPS-TOPIK and to enhance the Korean communication skills of foreign workers, the Korean language institutions including the King Sejong Institute, which are in charge of the Korean language education should closely cooperate with the Human Resources Development Service of Korea, which is responsible for all of the influx of foreign workers.

• 한국어교육
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• 제25권1호
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• pp.169-201
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• 2014

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.

• 비교문화연구
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• 제37권
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• pp.335-360
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• 2014

The purpose of this paper is to investigate whether high-level(level 6) essay-writing questions in Test of Proficiency in Korean (TOPIK) have been presented appropriately so as to enable foreign test-takers to display their Korean writing ability properly, and to provide some suggestions on how those questions need to be changed. To accomplish this purpose, all the essay-writing questions were collected from the 33 TOPIK tests, from the 2nd in 1998 to the 35thin 2014, and analyzed from the perspectives of their topics and formats. The results are that high-level TOPIK essay-writing questions showed a strong tendency to take as their topics Korean sociocultural structures and phenomena, or current issues in Korea, and that they frequently employed guided writing formats by providing preset ideas or/and contexts for test-takers to write in a guided way; such tendencies were analyzed to shed a negative influence on test-takers displaying their writing ability and creativity, because those topics and preset ideas or contexts provided do not allow them to express their own opinions or positions freely. It is suggested that TOPIK essay-writing questions should be changed to deal with objective and general topics which enable test-takers to write freely and logically in Korean based on their experience, because TOPIK is not a test to check whether they have enough background knowledge about the Korean society and culture, but a test to assess their Korean proficiency.

• 한국어교육
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• 제28권3호
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• pp.1-24
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• 2017

This article explores the developmental history of TOPIK over the last 20 years and its recent trends. Over the last two decades, TOPIK underwent two major systematic reforms, achieving both quantitative and qualitative growth over the course of its 52 testing sessions. TOPIK has utilized a six-level evaluation system from its inception to the present. The evaluation system was amended from the earlier six-test set - whereby each level corresponded with a separate test (1997~2005: the $1^{st}{\sim}9^{th}$) - to the three-test set (2006~2014: the $10^{th}{\sim}34^{th}$), and finally to the two-test set (2014~present: the $35^{th}{\sim}42^{nd}$). In the earlier exams, abilities in Vocabulary Grammar, Writing, Listening, and Reading were assessed. However, beginning with the $35^{th}$ TOPIK, abilities in Listening, Reading, and Writing (only in TOPIK II) were assessed and the evaluation of the writing section was changed to a task-based process, improving TOPIK into a more qualified analysis of proficiency. Over the last 20 years, the number of countries TOPIK is administered in has greatly increased from 4 to 73 countries, and the annual number of test-takers has also significantly increased from 2,692 to 250,141. The distribution of proficiency levels of the test-takers has shifted over time - initially "Beginner>Intermediate>Advanced" in the earlier exams, to "Intermediate>Advanced>Beginner" after the mid 2000s - as the number of those studying the Korean language for specific purposes and continuing education increased. Test-takers have indicated a shift in their purpose for taking the exam, initially citing "to assess proficiency" and more recently selecting "to study abroad," and this could also correlate with changes in the proportion of test-takers' proficiency level. In general, 85~95% of beginner, 50~65% of intermediate, and 45~60% of advanced test applicants passed the respective proficiency level. To date, no practices have yet been implemented to standardize the difficulty level longitudinally across test sets.

• 한국어교육
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• 제28권1호
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• pp.173-196
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• 2017

Writing is a subjective and performative activity. Writing ability has multi-facets and compoundness. To understand the examinees's writing ability accurately and provide effective writing scores, raters first ought to have the competency regarding assessment. Therefore, this study is significant as a fundamental research about rater's characteristics on the TOPIK writing assessment. 150 scripts of the 47th TOPIK examinees were selected randomly, and were further rated independently by 20 raters. The many-facet Rasch model was used to generate individualized feedback reports on each rater's relative severity and consistency with respect to particular categories of the rating scale. This study was analyzed using the FACETS ver 3.71.4 program. Overfit and misfit raters showed many difficulties for noticing the difference between assessment factors and interpreting the criteria. Writing raters appear to have much confusion when interpreting the assessment criteria, and especially, overfit and misfit teachers interpret the criteria arbitrarily. The main reason of overfit and misfit is the confusion about assessment factors and criteria in finding basis for scoring. Therefore, there needs to be more training and research is needed for raters based on this type of writing assessment characteristics. This study is recognized significantly in that it collectively examined writing assessment characteristics of writing raters, and visually confirmed the assessment error aspects of writing assessment.

• 비교문화연구
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• 제30권
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• pp.187-222
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• 2013

In this study, From 1,560 entry-level of TOPIK standard vocabularies are 702 Sino-Korean words selected which account for 45% of the whole vocabularies in TOPIK. In addition, the same form and morpheme words in Sino-Korean are sorted out by comparing them with 5,000 words of the NEW HSK vocabularies in Sino-Korean morpheme, array position of morpheme, meaning, and usage. Those are categorized into three parts : type of completely the same form-morpheme and same meaning, use, class(189 pairs), type of completely the same form-morpheme and partly same meaning, use, class(28 pairs), and type of completely the same form-morpheme and different meaning, use, class(10 pairs). The first type of words that account for 83.26% of them are used in exactly the same way in both Chinese and Korean. Through an accurate understanding of these vocabularies could either Chinese-speaking Korean learners or Korean-speaking Chinese learners apply those words in their mother tongue to the acquisition of the target language and get more effective means of learning methods for language proficiency test.

• 예술인문사회 융합 멀티미디어 논문지
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• 제9권3호
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• pp.241-250
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• 2019

이 연구는 TOPIK 급수 3급 이상의 외국인 유학생을 대상으로 전자설문을 활용한 '한국 속담' 인지정도를 파악하는데 목적이 있다. 응답자 53명 중 해당 급수에 해당하는 응답자는 45명이 되었으며, 기본정보 외에 추가질문을 통해 자료를 얻었다. 연구결과, 한국어 학습 방법으로는 모국과 한국의 교육기관에서의 수업이 80.0%로 나타났으나 교육기관을 통한 속담 학습은 57.8%에 불과한 것으로 나타났다. 외국인 유학생들의 한국 속담에 대한 높은 관심의 증가에도 불구하고 그 기대에 부응하는 체계적 속담 교육이 이루어지지 않았다. 그리고 이들은 한국 속담의 비유적 표현을 어렵게 인식하였다. 또한 이들의 TOPIK 급수 소지에 비해 한국 속담을 이해하는 수준은 매우 낮은 것으로 나타났다. 체계적 속담 교육의 부재는 한국 속담의 비유적 표현을 이해하기 힘들게 하는 원인으로 파악된다. 학업 후 한국어 교수자가 되고자 하는 외국인 유학생의 수가 많은 만큼 속담 학습이 개인학습으로 그치기 보다 한국어 교육과 같이 한국 속담 교육의 체계적 학습이 이루어지도록 개선되어야 할 필요가 있다.

• 한국어교육
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• 제23권1호
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• pp.123-159
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• 2012

This study investigates relationships between TOPIK ratings and measures of grammaticality judgement competence in the acquisition of Korean as a second language. Data were collected on the linguistic abilities of learners' at 3 to 6 on the TOPIK scale, focusing on perception in grammar-mostly morphology and syntax, some lexis, and a few of collocation. The results show that (i) proficiency and grammaticality judgement competence show high correlation, (ii) individual accuracy scores correlate strongly with levels on the TOPIK proficiency scale on most linguistic features in the test, and (iii) Japanese speakers outperform Chinese speakers at the same levels of proficiency on most linguistic features. The findings indicate that global proficiency scales like the TOPIK can be deconstructed using grammaticality judgement test that provides detailed measures of learners' control of linguistic features.

• 벤처창업연구
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• 제14권5호
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• pp.187-200
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• 2019

본 논문은 한국으로 유학 온 외국인 학생들의 성별, 국가별 및 전공 등 개인 특성과 유학동기, 전공 만족도, 한국어 능력 등급이 취업 동기에 미치는 영향을 분석한 연구이다. 이를 위해 먼저 유학생들의 취업동기와 진로선택에 관여되는 영향을 보다 체계적으로 이해하기 위해서 요인들의 현황을 분석하고, 유학생활 4년과 졸업 후 국내 인재 활용을 촉진하기 위해, 학교나 정부의 유학생 전공과 취업 및 창업을 위한 교육 관리, 정책 지원 사항을 위한 요인분석 기초 자료 활용이 논문의 목적이다. 자료 분석 방법을 위해 IBM SPSS Statistics 24 Version을 이용하였다. 분석 결과, 취업동기에서는 일본, 중국 보다 동남아시아, 중앙아시아, 남북미 아프리카의 학생들의 평균이 높았다. 변수들 간의 결과를 보면 첫째, 유학동기와 TOPIK 간의 영향 관계는 외적 유학동기가 한국어 습득의 정(+)의 영향을 주었다. 둘째, 유학동기와 전공만족도 관계에서는 유학의 내적동기가 높아질수록 전공만족도 등급이 높아지는 것으로 평가 되었다. 셋째, 유학동기와 취업동기의 관계에서는 내적 유학동기가 취업동기에 정(+)의 영향을 미치는 것으로 나타났는데 즉 내적동기가 높아질수록 취업동기 등급이 높아지는 것으로 평가 되었다. 넷째, 전공만족도와 취업동기간의 관계를 보면 정(+)의 영향을 미치는 것으로 나타났다. 즉 관계 전공만족도가 높아질수록 취업 동기는 높아지는 것으로 평가 되었다. 다섯째, TOPIK은 취업동기에 유의한 부(-)의 영향을 미치는 것으로 나타났다. 여섯째, 유학 내적 동기가 취업 동기에 영향을 미칠 때 매개변수인 전공 만족도가 높아질수록 취업 동기도 높아지는 것으로 나왔다. 결국 외적 유학동기가 TOPIK에 내적 유학동기가 전공만족도와 취업 동기에 긍정적 영향을 주는 주된 요인임을 확인하였다. 따라서 유학생들의 유학 동기와 전공만족에 관한 관계를 정확히 파악하여, 유학 초기부터 유학생을 위한 진로와 취업을 지원하는 대학과 정부의 교육 정책 방안 및 유학생 인재 육성에 관한 변인 자료로 활용되는데 기여할 것이다.

• 한국독어학회지:독어학
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• 제7집
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• pp.43-60
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• 2003

오늘날 기계번역 Maschinelle Ubersetzung은 가속적인 발전선상에 놓여있다. 지난 10년 간 컴퓨터로 영어를 타국어로 번역하는 수준은 괄목할 만하다. 본 논문은 기계번역에 있어서 주제어 Topik 및 초점어 Fokus를 중심으로 발생하는 언어학적인 문제점, 특히 의미론적인 문제점을 다루었다 이를 위해 먼저 주제어와 초점어에 대한 언어학적인 개념을 다루어 보았다. 주제어란 한 문장에서 이미 알려진 사항, 즉 이미 주어진 단어이고, 초점어는 한 문장에서 새로운 사항, 즉 지금 전달하고자 하는 내용을 뜻한다 제 3장에서는 주제어와 초점어를 번역하기 위해 생성된 규칙들에 근거한 담화모델 Diskursmodell을 살펴보았다. 제 4장에서는 문장을 번역하는데 있어서 의미론상 발생하는 문제점들을 다루었다 그 문제점들은 다음과 같은 3가지로 요약될 수 있다: 첫째, 문장에서 부정형이 어디에 위치하느냐에 따라 문장의 의미가 달라진다. 둘째, 양화사 Quantor의 형태에 따라 문장의 의미가 달라진다. 셋째, 의문문과 화답문 Antwortsatz에 있어서 어느 내용을 강조하느냐에 따라 문장의 의미가 달라진다. 예를 들어 독일어는 단순히 단어의 위치만 변화시킬 수 있지만 다른 유럽어나 영어는 다른 방법들이 필요한 셈이다. 본 논문에서 제시되고 있는 기계번역의 규칙들은 주제어와 초점어에 관계되는 한 영어와 독일어에 한정되어 제시되었지만, 향후 한국어와 독일어의 기계번역을 위해 밑거름이 되리라 생각한다.