부산대학교 도서관

Nowadays English is one of the most important subjects in Korea. As an EFL(English as an foreign language) situation, Korean students have to be learned English as a tool of the assessment. In this situation, most of Korean teachers try to grow their students’ English skills to gain good English scores, and go to the good university. To accomplish this goal, in the English classroom, teachers have to stress the importance of English reading, grammar and vocabulary skills. However, because of the adaptation of the 7th Educational curriculum revision, students need to grow practical English skills and teachers also have to help students to find their carrier more efficient. Recently, the government authority also tries to encourage students’ creativities and stress the importance of practical English skills. However, there are a lot of difficulties to fulfill the need of students and authority. Because of entering universities, students have to prepare their Korean SAT, so there isn’t any enough time to learn productive English skills such as English speaking and writing. In this sense, the purpose of this study is to know the adaptation of the 7th English educational curriculum revision in the high school. How this 7th English educational curriculum revision and English education policies of collage admission can affect high school students’ English learning and evaluation? For example, to prepare the Korean SAT, some students dismiss the importance of their English text books. Instead of using their English text books, most of high school students and teachers use EBS workbooks, because students think that English text books aren’t enough to prepare their Korean SAT, considering of vocabulary, grammar and reading texts etc., on the other hands, students and teachers think that EBS workbooks are made to grow their English reading and grammar skills. Also, government of Korea announced that they will make Korean SAT, considering EBS workbooks’ contents. It means that high school students of Korea must learn EBS workbooks. For the perspective of these reasons, and considering this hypothesis, this study wants to know how the 7th English educational curriculum revision and Education policies of collage admission can affect English classrooms and evaluations. To solve these questions, this study researches students’ grades of their mid-term, final test and external mock test. By identifying the discrepancy between students’ mid-term, final test s’ grade and their mock test, this study wants to know the adaptation of the 7th English educational curriculum revision and Education policies of collage admission in the high school. For example, if they had any discrepancy between their mock tests, mid-term and final test, especially if students scored lower mock test levels, it means that high school students have to try to study other private workbooks, such as EBS workbooks, not their English textbooks, to grow their lacked part of English and prepare Korean SAT, and this changes also lead that their English classes are focused on growing English reading and grammar skills, because the main purpose of these private workbooks are made to prepare students’ Korean SAT. In conclusions, if they had any discrepancy between these two tests grades, it means that English textbooks are not enough to prepare their Korean SAT, because mock tests are based on contents of private workbooks and EBS workbooks, and their mid-term and final test exams are based on their English text books, so throughout these results, this study can identify how the English education policies of college admission can affect English classrooms and teaching. This discrepancy situation also can affect English speaking and writing classes and assessments, because to prepare students’ Korean SAT, teacher should teach English grammar and reading skills intensively, so this study wants to investigate these factors in real high school situations, whether these hardships are happened in real situations. Secondly, in Korea, although the 7th English educational curriculum revision stress the importance of the practical English, such as English speaking and writing, because of the shortage of the time and lack of standards of the assessment and number of assessor, it can be difficult to evaluate students’ English writing and speaking skills, so for the perspective of these reasons, this study also wants to identify in the high school whether English teacher can assess students’ English writing and speaking skills more correct. In this study, participants are 70 high school students and their English abilities are intermediate high. The results of the first research question are like that. First of all, most of participants’ mid-term and final test’s grade is correspondent to their mock test. However, one student, especially “A” student who gained the highest mock test scores didn’t gain the highest mid-term and final test scores, and also, the students who gained the highest mid-term and final tests’ grade, didn’t gain the highest mock test scores. Reasons of these results are firstly, to prepare the Korean SAT, “A” student dismissed the mid-term and final test, and the case of “B” student, contrasts to mid-term and final exam, because of difficulties to prepare the Korean SAT, such as hardships of learning English grammars and vocabularies, “B” student didn’t gain the highest mock test grade. Thirdly, the result of the second research question, the results are in the high school, teacher didn’t assess students’ English writing and speaking skills efficiently, because of the shortage of standards and assessors. So in this study, English writing and speaking tests couldn’t separate high group of students and low group of students. This means that English writing and speaking scores are similar, between English high scored students and low scored students. Considering all these results and throughout this study, this study wants to stress the need of learning English more practical and efficient, at the same time, in the high school.