Measures for Activation of Communicative-Centered English Teaching Under the Criterion-referenced Evaluation

Abstract

This study attempts to explore measures for teacher training that can facilitate communicative learning and teaching and keep pace with the change in educational environment. In order to specify the purpose, it has surveyed 4537 English teachers on the condition of the current training programs for English teachers and the future direction of teacher training with the implementation of criterion-based evaluation. Based on the results of the survey, the result of this article is as follows: First, the current evaluation system, norm-referenced evaluation, should be substituted for criterionreferenced evaluation based on the practical analysis on teaching-learning and evaluation. Second, the evaluation should follow the direction; from ‘collectivestandardized’ to ‘various-individualized’, from ‘product-centered’ to ‘processcentered’, from ‘traditional paper test’ to ‘various examination via information communication technology (ICT)’. Third, based on the analysis on the reality and system of current English teacher training, the training circumstance appropriate for communicative language teaching should be prepared under criterion-referenced evaluation. Fourth, based on the analysis of the reality and system of current English teacher training programs, the right direction of training appropriate for the changed paradigm should be established. Keyword: Collage Scholastic Ability Tests, Communicative-Centered English Teaching, criterion-referenced evaluation, English education *Corresponding author: Mun-Koo Kang, Ph.D. Department of English Education, Kongju National University, 56 Gongjudaehak-Ro, Gongju-Si, Chungcheongnam-Do, 314-701, South Korea E-mail: kangmunkoo@hanmail.net Advanced Science and Technology Letters Vol.127 (Education 2016), pp.193-198 http://dx.doi.org/10.14257/astl.2016.127.39 ISSN: 2287-1233 ASTL Copyright © 2016 SERSC