This study examines the effects of text length and question type on Korean EFL readers’ reading comprehension of the fill-in-the-blank items in Korean CSAT. A total of 100 Korean EFL college students participated in the study. After divided into three different proficiency groups, the participants took a reading comprehension test which consisted of 4 reading passages (2 short and 2 long) from the Korean CSAT, followed by multiple-choice fill-in-the-blank questions and open-ended inference questions. The longer version of the passages was made from its originally restored version in which one or two paragraphs were added. The results showed that the college students performed better on the long passages than the short ones. In addition, the college students’ reading comprehension test performance was affected differently depending on the type of questions. The findings of the study provided implications on how to select and construct reading passages for high-stake nationwide examinations, such as the Korean CSAT.

This study aims to compare the effects of different types of test-items using the same text and test-takers' text familiarity on the scores of English reading comprehension. A total of 312 third-grade Korean high school students took three different English tests, adapting types of test-items from the Korean College Scholastic Ability Test (CSAT). Each test included items using the same texts, presented in exam preparation books published by EBS in Korea, but different question types. To estimate levels of their topic familiarity, two surveys were carried out. Repeated measures ANOVAs reveal that there were significant differences in scores among the items using the same text with different types of test-items. However, there was no statistically significant effect of topic familiarity. The results indicate a greater effect of different types of test-items than topic familiarity on the scores of a reading comprehension test using the same text. Based on the findings, it is suggested that English teachers in Korea need to manage their reading classes by using various types of questions in order to develop students' reading ability and to prepare their students for the CSAT.

This study investigates how input modes and text types influence Korean college learners’ CALL listening and their perception of their concentration, comprehension and anxiety. The current study employed three input modes (listening-only, listening-with-subtitles, and listening-with-transcripts) and two text types (lectures and dialogues). The major findings are as follows: 1) subtitles or a transcript enhanced learner’s listening comprehension; 2) subtitles were the most helpful input mode whereas transcripts may have imposed more cognitive load to decode the reading; 3) the text types influenced CALL listening comprehension, but the familiarity effect may have been more dominant for more literate text types such as lectures; 4) apart from the higher English proficiency student’s perceived concentration, the two written input modes were perceived as beneficial tools for their concentration, comprehension, and reduced anxiety; 5) in particular, the lower English proficiency students tended to perceive the transcript as advantageous although they did not actually benefit from the transcript for their listening comprehension as much as they perceived. The pedagogical implications of the present study is subtitles and transcripts can be efficient pedagogical tools to draw learners’ attention to linguistic features or organization of the content to foster language ability. When designing CALL listening classes or applications, individual learners’ differences should be taken into account as well.

본 연구는 중국 내 대학 한국어 중급 학습자를 대상으로 읽기 전략 사용 양상을 살펴보고자 한다. 이를 위해 읽기 능숙자 집단과 미숙 자 집단을 나누어 사고구술법을 활용하여 텍스트 유형별로 두 집단이 사용하는 전략 양상의 차이점과 공통점을 살펴보았다. 본 연구의 주요 결과는 다음과 같다. 첫째, 두 집단이 설명문을 읽을 때 두드러진 차이를 보이지만 서사문을 읽을 때 전략 각 범주의 분포에서 두드러진 차이를 보이지 않았다. 둘째, 능숙자 집단은 텍스트 유형에 따라 사용하는 읽기 전략에서 다른 양상이 나타나고 미숙자 집단은 거의 같은 전략을 사용하 는 경향이 도출되었다. 셋째, 능숙자 집단이 서사문보다 설명문에 더욱 뛰어나고 우세를 가졌지만 미숙자 집단은 설명문보다 서사문을 조금 더 빠르게 읽고 선호하는 경향을 보였다.

The purpose of this paper is to clarify what is the concept of the commentary text type in mass media such as newspapers, radio or television, how often do commentaries appear and how are they marked as commentaries. This paper ist also to investigate how can they be distinguished from other, neighbouring text types such as columns, editorials or guest comments. In this paper, we try to find an answer, drawing on definitions and descriptions found in research papers from the domain of text linguistics and media linguistics. It deals with some expansions of the textual model of the commentary, and the usage of this text type in the media serving various discourse communities. Finally, we try to present a research plan involving contrastive text linguistic analysis of commentaries in different media from german and korean countries, focusing attention on formulating a ‘tertium comparationis’ that would be theoretical and practical for the comparison of mass media text types.

우리사회는, 모든 구성원들에게 컴퓨터사용 능력을 요구하는 정보화지식사회이면서 또한 60세이상 노인들이 많이 존재하는 초고령화 사회이다. 그러나 우리사회에서는 노인들의 신체적 한계를 고려한 노인용 컴퓨터들을 찾아보기 어렵다. 본 연구에서는 노인들의 신체적 능력과 한계를 고려하여 디자인한 그립형 한글 입력인터페이스를 제안하였다. 제안한 노인용 한글 인터페이스를 기존 제품들인 노인용 키보드(ME TOO SV01)와 노인용 휴대폰(LG KV-3900) 입력 버튼들에 대하여 비교분석하였다. 비교분석방법은 측량을 통한 정량적 평가와 10명 노인들을 대상으로 만족도(5점 만점) 실험을 통한 정성적 평가를 하였다. 정량적 평가결과에 의하면, 제안한 한글 입력인터페이스는 인체공학적인 입체적 디자인과 입력버튼들의 위치, 손가락 이동을 요구하는 입력버튼 수, 손가락 최대 이동 범위, 입력에 사용되는 손가락 수의 항목에서 가장 우수했다. 노인들을 대상으로 한 항목별 만족도(5점 만점) 평가결과에 의하면 인터페이스 모양와 입력버튼 위치 항목에서 가장 우수하였고, 버튼들의 간격과 문자입력 편리성은 두 번째로 우수하였지만 평가점수로는 키보드의 가장 높은 점수들과 근접하였다.