외국인 대학원 신입생 대상 학문 목적 쓰기 진단평가 도입에 관한 고찰 - 해외 평가 시행 현황 조사를 중심으로 -

Abstract

This study aimed to examine the overall necessity and importance of developing and introducing a Korean language writing diagnostic assessment tool for new foreign graduate students in Korea and explored the various issues related to introducing it. First, it discusses how language diagnosis evaluation can be conceptualized in Korean language education for academic purposes. Second, the status of overseas implementation of Post-Entry Language Assessments(PELA), a representative diagnostic assessment used for academic purposes, was investigated. Specifically, MASUS, BELA, TALPS, DELNA, HDR PELA, and PELA ST were analyzed, and assessment tools developed by individual institutions, such as Password tests and ELSA, were briefly examined. Third, three issues were discussed with regard to the introduction of Korean academic writing diagnostic assessment for foreign graduate students. First, the suitability of the writing area for target candidates was verified, and the potential difficulties in implementation were reviewed. The writing area for graduate students is fairly appropriate, but overseas cases have confirmed that it is challenging to maintain and manage it as it is resource-intensive when long writing is conducted in reality. In addition, for the diagnostic assessment task, language/writing experts and experts in each major field should be able to collaborate to reflect the needs of each major's academic discourse community or major knowledge community. Finally, support for subsequent academic literacy development is a crucial aspect that must be linked from the stage of developing the academic writing diagnostic assessment. The purpose of the introduction of this assessment tool is to continuously support international students to develop language skills and provide academic literacy to students in need.