Since the introduction of criterion-referenced evaluation into the English Section of the 2018 College Scholastic Aptitude Test (CSAT), it has become more important than ever to maintain the same level of its difficulty each year. This study was designed to examine whether 2017 and 2018 CSAT reading passages do not differ in terms of text difficulty. Both unidimensional and multidimensional indices Coh-Metrix (Version 3.0) provides were used in this study. Descriptive indices involved the respective count and length of sentences and words. As unidimensional indices, the Coh-Metrix L2 Readability score as well as the Flesch Reading Ease and Flesch-Kincaid Grade Level scores was measured. Indices for text easibility at different discourse levels (the surface structure, the textbase, the situation model, and the genre and rhetorical structure) were also included. Results showed that there were no significant differences between 2017 and 2018 passages. Compared with other easibility components (narrativity, syntactic simplicity, word concreteness, and deep cohesion), referential cohesion was rather low in both 2017 and 2018. Some pedagogical implications are also provided.

I. 서론
 II. 이론적 배경 및 선행연구
  1. Coh-Metrix의 이론적 배경과 구성
  2. Coh-Metrix를 통한 교과서 분석 연구
  3. Coh-Metrix를 통한 수능 영어 독해 지문 분석 연구
 III. 연구 방법
  1. 코퍼스 구축
  2. 코퍼스 분석
 IV. 연구 결과 및 논의
  1. 기초 산출치
  2. 이독성
 V. 결론 및 제언
 참고문헌

• 장지연(명지대학교) | Chang Ji-Yeon