The purpose of this study is to analyze terminology in ‘teaching Korean as a foreign language’, and propose a standardization method, based on the first to eighth Tests of Teaching Korean as a Foreign Language(TKFL).
As the purpose of TKFL tes...
The purpose of this study is to analyze terminology in ‘teaching Korean as a foreign language’, and propose a standardization method, based on the first to eighth Tests of Teaching Korean as a Foreign Language(TKFL).
As the purpose of TKFL test is foster professional teachers of Korean language, validity must be secured in test items, assignment of scores in different areas, terminology, and consistency in evaluation criteria, as well as human resource development.
However, as of 2014 until which the test has been conducted total nine times, there are a few issues to point out. Especially, many problems were found in relation to terminology, and, when the terms used in a test are not consistent, it decreases the validity of questions and increases burden on the examinee. Also it can lead to questioning competence and expertise of teachers who were certified by this test.
Therefore, critical review and study on improvement of TKFL test can improve expertise of Korean language teachers and provide better Korean language education. In order to illustrate and improve issues related to TKFL test, first of all, this study proposed consistent writing system of terminology.
To do so, terminology was entered manually, and total 1,435 terms were collected from the primary data of 3,767 words. And then, distribution of terminology by session, subject, and type; frequency of the same terms; and appearance of punctuation were analyzed. The result shows that the problems of terminology can be largely divided into five: writing of the same concept, writing of the same level, writing of the original language information, writing of the punctuation marks, and word spacing.
However, the study was inadequate in terms of collective expertise because it was conducted by an individual, and there was a large error range because extraction, entry, and analysis of terminology was performed manually.
Nevertheless, this study is meaningful as the first one to deal with terminology in Test of Teaching Korean as a Foreign Language and relevant considering the current trend of active research on terminology of Korean language education. Further research on the relevant field, based on the issues and direction raised by this study, will help develop Test of Teaching Korean as a Foreign Language, reduce burden of examinees and students of Korean language education, and improve proficiency and expertise of Korean language teachers.
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