A Critical Discourse Analysis of English Listening Sections of Korean College Scholastic Tests


I conducted a critical discourse analysis of the English listening sections of the 2019 and 2018 Korean College Scholastic Ability Tests (hereafter CSAT), which are national college entrance examinations in Korea for the year of 2019 and 2018 with the following two research questions: 1) Are the ways of speaking socially determined and appropriate in sociocultural contexts? 2) Do the dialogues in the English listening test appropriately reflect real life communicative interactions? My goal is to investigate whether the dialogues in the English listening test are appropriate for sociocultural interactions, which is important in language learning, and whether they are presented in meaningful communicative contexts to help the students to understand and develop interpersonal communication skills. I examined three dimensions of communicative events between speaker and hearer: 1) discourse structures, 2) discursive practices 3) social practices. The Korean Ministry of Education has made tremendous efforts for revision of the English language education policy and teaching methodology to enhance Korean students' English communicative competence. To help to achieve the goal of enhancing the students' communicative competence it is important to develop good English tests. For this purpose, it is necessary to analyze the English listening sections of the CSAT and assess their validity. I hope my research will be helpful for both English teachers and examiners in making improvement of the English listening tests.

Author Information
Yoonjung Lee, University of Arizona, United States

Paper Information
Conference: IICEHawaii2020
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)

This paper is part of the IICEHawaii2020 Conference Proceedings (View)
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