This study investigates secondary school English teachers’ perceptions and psychological burdens involved in the implementation of the speaking and writing tests of the National English Ability Test, which is being developed by the Korean Ministry of Education, Science and Technology. The study surveyed 138 secondary school English teachers in Seoul. Although more than half of the teachers were aware of the new test, 18% of the surveyed teachers were not aware of the fact that speaking and writing skills would be assessed in the new test. Also, 22.7% of the teachers were opposed to the productive skills test. More than half (56.2%) of the teachers felt some psychological burdens toward the inclusion of the speaking/writing tests. Although the teachers admitted that serving as raters for the new test would help improve their teaching, the majority of them were reluctant to participate in the actual rating process. The teachers felt that the difficulty of subjective rating and the lack of time for the speaking and writing tests were serious problems in implementing the new test. The teachers were sensitive toward the students’ test anxiety. They also indicated that they feel a strong psychological burden when making judgments on the students' performances. Implications and suggestions are made based on the findings.

Ⅰ. 서론
　1. 문제의 제기
　2. 연구의 목적 및 의의
Ⅱ. 이론적 배경 및 선행연구
Ⅲ. 연구 방법
　1. 연구 대상
　2. 연구 도구
　3. 자료 수집 방법
　4. 자료 분석 방법
Ⅳ. 결과 및 논의
　1. 국가영어능력시험 말하기/쓰기 평가에 관한 인식
　2. 현재 교실에서의 말하기/쓰기 평가의 시행 정도
　3. 말하기/쓰기 평가 실시에 대한 문제점
　4. 영어 말하기/쓰기 평가의 윤리적/심리적 문제
　5. 국가영어능력시험 말하기/쓰기 평가 도입과 관련한 교사들의 건의
　6. 결과의 논의
Ⅴ. 결론
참고문헌
영어 말하기/쓰기평가에 관한 설문지 (2010)

• 권오량(서울대학교) | Kwon, O-Ryang