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졸업도 했겠다 본격적으로 2024년 중등 임용 영어 기출분석을 (다시) 시작해보지.
#A1 Language Assessment Principles
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Internet-based interactive English speaking test는 무슨 Test로 분류되는거지? : CAT/ MALL / CALL/ ➜ T1이 걱정하는 건 Practicality(시간, 돈 측면에서 실행가능하게끔 만들어졌는지) ➜T2가 봤을 때도 인력, 아이디어 필요함. ➜짧은 시간 안에 어떻게 test를 만드냐?(=Practicality ) |
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answer: practicality. |
Test가 잘 만들어진건지 판단하는 데 다섯가지 criteria가 있다.
Practicality(시간, 돈 측면에서 실행가능하게끔 만들어졌는지) Reliability(신뢰도 있는지), Validity(타당도 있는지), Auithenticity(이건 reading material 선정할 때만 있는 category 인줄 알았는데 여기에도 포함되는군?) Washback(개선효과있는지)
#A2 input / salience
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빈칸을 설명하는 표현들 ➜ how prominent or easy a certain input is. ➜ stand out from the rest of the input ➜ more prominent features may be more noticeable ➜ highlight : input enhancement. ➜ increase frequency of exposure 두드러지게 나타남 - 을 뜻하는 명사 키텀 하나. frequency/exposure 로는 부족.... ➜ encounter certain words more often. ➜ salience : salience : 이렇게 갑자기 나온다고? ➜ more frequently appear, facilitate noticing … ➜breadth of knowledge가 아니라 frequency. ➜ encounter them regularly. |
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answer: salience |
#A8 Listening strategies - strategy (1) in Type 2 - 처럼 복잡한 구조의 보기 고른 후 답 쓰는 법.
| <A> Research suggests that L2 learners employ various listening strategies to increase comprehension of what they listen to. These strategiess can be classified into two types: local or micro-strategies(Type1) and global or macro-strategies(Type2). Type1 1) Identifying cognates 2) Using context to infer the meaning of words. 3) Determining to skip unknown words or phrases Type2 1) making predictions about the content based on titles or phrasal cues. 2) informing onself about the context of the input (e.g., speakers, situations) 3) Recognizing the type of a listening text (e.g., news broadcasts, lectures, business presentations, job interviews) |
cognates : words that have the same origin(=어원이 같은) ➜ 이렇게 복잡한 strategy를 어떻게 써주지? strategy (1) in Type 2 - 라고 지칭. |
| <B> In an attempt to imprvove his students' listening comprehension, Mr. Jung, a middels chool English teacher, wanted to identify the strategies that his students apply to their listening process. In order to do so, he played a monologue to his students in class and paused the audio after each segment. He asked the students to think aloud while they were listening. Below are two of the audio segments Mr. Jung used and what Minji and Dongho, two of this students, were thinking as the audio was being played.  |
➜Minji: Type 2 strategy ➜ Dongho: Type1 strategy |
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Identify the ONE specific listening strategy from each type in <A> that Minji and Dongho applied to their listening process in <B>, respectively. ➜ Minji applies Type2 global strategy while Dongho applies Type1 local strategy. making predictions about the content based on phrasal cues 'a waste of time' which shows some negative aspects of using social media. While Dongho determines to skip the unknown word 'sneaky'. |
#A9 문제 배열 진짜 그지같이 해놨다. 출제자 누구냐? 개념없음.
| <A> Ms. Min ⋯ conducted a survey on the teaching practices of English teachers. She asked teachers to vote for one principle they use most often for designing communicative activities. Her purpose was to find out design principles other teacehrs favored and then apply them to h er own teaching. She analyzed the survey responses, and the results are shown below.  ━ ━ ━ ━ ━ ━ ━ ━ ━ <B> ━ ━ ━ ━ ━ ━ ━ ━ ━ ━ After the survey, Ms. Min developed communicative activities by applying some of the principles. [Activity1] Work in groups. Think about your life at the age of ten. Answer the questions below. Then talk to your group members and find out if you have any similar experiences.  |
[Activity2] Work in pairs. Each studetnt receives a different card. Ask questions to each other in turn about the things on your card.  [Activity 3] Work in piars. Each studet receives either Worksheet A or Worksheet B. Talk with your partner to complete Daniel's class schedule using the example dialogue below. Example -
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Principle No. 2 is applied in Activity 1, which requires students to talk about their personal experiences about their life at the age of ten based on given questions. On the other hand, Principle No. 4 is utilized in Activity 3, which requires students to produce a concrete and tangible outcome, by completing ‘Daniel’s class schedule’. *여기서 tangible outcome은 worksheet을 말하는건가? |
#A11 - Syllabus : ㅇㅋㅇㅋ
Read the conversation in <A> and the draft of the syllabus in <B>, and follow the directions.
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1.Topics 전부 business related. (O) 2. Functions 전부 business 상황서 사용(O) 3. Skills LC(receptive), RC(receptive) 따로 (✖️) 4. Activities : Interview+Role-play(productive+receptive) : Info-gap+simulation(productive+receptive) : RC LC (receptive) 5. grammar - connective devices (O)  6. Vocabulary(✖️) : single words 다룸. collocation, idiom, fixed expressions없음. |
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➜ Skills and Vocabulary do not correspond to the teacehrs' ideas about their syllabus. ➜As for Skills, receptive skill만 다룬다 instead of dealing both skills. whereas for vocabulary, only focus on single words such as employer or sales instead of multi-word units like collocations, idioms, and fixed expressions. |
#A12 - Online Learning - 여태 배운 거랑은 살짝 다른 느낌. 딱딱 떨어지는 문제가 아닌.
Below are the posts made by two English teachers on online teacher community where teachers can share their ideas and provide each other with help regarding the use of digital technology.  I'm teaching middle school students. My students are not interested in writing. I think it's because I'm the only one who reads their work. It seems they do not have a sense of an audience. If someone other than me reads their writing, I think they'll be more conscious of the quality of their work and put more effort into it. Also, if various multimodal resources are available, my students will be able to express their ideas more creatively. Can you recommend a technological tool that would be appropriate for my students?  I'm looking for a tool to help my students. They love to imrprove their interpersonal skills. But as you know, it's extremely hard to provide enough opportunities for them to communicate with others. Even if I'm trying to incorporate as many speaking activities as possible in my lessons, it's still not enough. I think they need more opportunities to interact with others in English outside fo the classroom. If the tool could help shy students feel less anxious without worrying about their self-image, ti would be even better.  |
Tool 1 This is a cloud-based quiz platform. Teachers can create quizzes to help learners to practice what they have learned. Various question formats are available including true or flase, matching, multiple choice, etc. It generates a report of student performance after the quizzes are completed. Tool 2 When teacehrs use this virtual reality simulation app, they can invite their students into the virtual space they have created. Students can communicate with others in English in simulated real-life situations taking place in airports, markets, and cinemas. Here students can create an avatar and converse with each other. Tool 3 Students can use this voice recognition software in order to bridge the gap between oral and written language. They can read a text on screen and then record their voice. The tool also lets students know what errors they have made by highlighting them on the screen. Tool 4 This is an online platform where students are encouraged to write and post their written work. The platform allows them to incorporate photos and graphics or embed videos into their work. Other students can then reply to the posts. The original writer can reply back as well. Tool 5 Using this app, teachers can create a mind map for teaching English vocabulary. It shows groupings or relationships between words visually. Moreover, there is a link to an online dictionary. QR codes can aslo be created to share the mind map with students. ➜이거 왠지 semantic map |
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➜ Tool 4 is best for Teacher 1 as students upload their written works embedded with photos, or videos on an online platform, and then other students provide comments on the posts. ➜ Tool 2 is ideal for Teacher 2, as it allows students to converse with counterparts in English in simulated real situations using their avatars in a virtual space. |
#B1 Speech act
Speech acts are a minimum unit of communication, which I believe are an important aspect of the pragmatic knowledge L2 learners need to learn to avoid unsuccessful communication. My students, for instance, have shown quite a few communication failures over time. When I tried to find out what their failures have in common, I realized they did not recognize the fact that an utterance may have some hidden intended effects on the hearer. Indeed, our communication is ________ in nature in that when we are saying something, we can mean something else. I recall a couple of examples in particular. One day, in class, I said to my student, “What a wonderful picture you have drawn! I really like it.” The student responded, “Oh, you like it? You can have it.” In this case, since I made a compliment, I expected a simple thank-you from the student. Beyond my expectation, he seemed to believe that I wanted to own his picture. In a poetry class, I once said to another student of mine, “Would you like to read the poem?” The student replied, “No, I wouldn’t.” In the second case, I made a request, but the student seemed to think I was asking her to tell me if she was willing or unwilling to read the poem. In both cases, it is apparent that my students misunderstood the ___________ acts my utterances performed. |
locutionary illocutionary perlocutionary |
#B6 - Assessment / 이것도 시험지에 배열을 그지같이 해놨음. 쓰레기 출제자들임.
At a classroom assessment workshop, a teacher ⋯ the datat from an English reading test consisting of 25 multiple choice items. Table 1 shows the results.  The trainer explained the components of Table 1.
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*Item 2: 가장 쉬운 문항 *Item 5: 가장 어려운 문항 *Item 3: negative item discrimination. 下학생이 上학생보다 정답 많이 맞춤. *Item-Total Correlation = item discrimination ➜ Item facility: ㅇㅇ 맞는 사람이 적을수록 어려움. 숫자 낮을수록 더 어려운 문제임. ➜Item discrimination : 上下학생 잘 구분하고 있는 문제인지. 0.3 이상이면 잘 만들어진 문제임 ➜Internal consistency : 신뢰도 높은 문항 ➜Concurrent Validity : 이미 공인된 시험과 일치하는 결과를 보이는지. 공인타당도. |
The trainer asked six teachers to interpret the results. The folloiwng are their interpretations.
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➜ Teacher 5 and Teacher 6 misinterpret the item analysis results. ➜ Only Item 3 with a discrimination value of -0.21 should be removed to improve the internal consistency of the test, not Item 1 with a value of 0.57, above satisfactory value of 0.3. ➜ The correlation with ERAT indicates concurrent validity by measuring the degree of agreement between test scores and those provided by a similar test administered at the same time. *여기가 잘 안써졌어... |
#B7 - 또 그지같은 배열 나온다 역대급임. / 이건 무슨 영역이지?
Mr. Kim, ⋯⋯ he learned that a variety of factors impact a learner's task performance which he could manipulate to adjust the level of task difficulty. One is language of input that learners have to process, such as the range and complexity of vocabulary and grammar. Another factor has to do with the processing demands of a task, which refer to the amount of mental effort required in working out answers. Besides these two factors, the conditions under which a task is performed also play an important role. Below are the notes he took during the workshop.  |
Based on what he learned at the worksop, Mr. Kim adpated one of the tasks from the textbook as shown below.  1. Read the following passage and answer the questions. Now we’re going to see the most famous church in Britain, Westminster Abbey. Westminster Abbey is where the kings and queens have been crowned. We’ll have about half an hour to look around the Abbey. We’ll all meet again at the west door of the Abbey at four o’clock. If you get lost, then just call me. Remember it’s a holy place, so behave yourselves.
 1. Read the following passage and answer the questions. Now we’re going to see the most famous church in Britain, Westminster Abbey. In Westminster Abbey, the kings and queens have been crowned. We’ll have about half an hour to look around the Abbey. We’ll all meet again at the west door of the Abbey at four o’clock. You may get lost. Then just call me. Remember it’s a holy place, so behave yourselves.
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Mr. Kim addressed language and performance conditions to adjust the difficulty of the original task in <B>. As for language, he used simple and easy grammar in the adapted task, changing 'if you get lost' into 'you may get lost.' As for performance conditions, he changed the audience for the task question to present it to partners as pairs instead of presenting it in front of the whole class. ➜ Mr. Kim adjusts the task difficulty based on Language and Performance conditions. ➜ He simplifies original compound sentences like ‘where-’ and ‘if-clause’ into easier grammatically simple sentences. For instance, ‘In Westminster Abbey, the kings and queens have been crowned’ and ‘You may get lost. Then just call me’. ➜ He also asks students to present to their partners in pairs instead of in front of the whole class. |
#B10 -애매하다 애매해. Culture.
This semester, Ms. Kang, ⋯⋯ to teach a new elective course called the 'Culture of English SPeaking Countries'. The goal of the course is to help students develop intercultural competence. She consulted multiple resources including ⋯⋯. Based on her research, she has come up with the teaching plan presented below. 2. Teaching principles 1) Integrate language skills and culture. 2) Utilize different types of audiovisual aids. 3) Avoid reinforcing associations between nationalities(countreis) and cultures. 4) Involve students in discovering English culture instead of transmitting information 5) Assess students' achievements based on their performances at the end of the lesson.  |
.Below is one of the lesson sequences that Ms. Kang has developed to implement her teaching plan. 1. Preparation: Assemble a selection of pictures illustrating a variety of British and American dwellings. 2. In Class
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Based on <A>, identify the ONE teaching content that Ms. Kang incorporates and the ONE teaching principle that she does NOT conform to in her lesson sequence in <B>. Then explain your answers with evidence from <A> and <B> |
content (+적용한 거) -cultural products principle (-안 따른 거) - (3) avoid reinforcing associations between nationalities and cultures. ty pical British and American housing talk. *근데, 애초에 housing style을 AME 랑 ENG으로 한정지은 것부터 reincorcing association between nationalities and cultures 아닌가? Ms. Kang incorporates Cultural Products as teaching content by introducing a variety of British and American houses as tangible creations. However, she reinforces the association between nationalities and cultures by having students classify the housing styles into two countries, the UK and the US, which goes against Principle (3). |
#B11
| <A> I believe that lesson goals should be framed from the students' perspective, focusing on what they can achieve through the lesson. Furthermore, I usually ask my students to vocalize these goals together. I also place importance on teachers trying to motivate their students. So, I seek out some interesting video clips online that can keep my students engaged. Crucially, I prefer inductive activities and try to provide learning targets within context. Lastly, I believe it's essential to conclude the lesson by summarizing the main points, and especially at the final stage, I like to ask referntial questions that are more related to the students' life. <B>  Introduction
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Development #2
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| Development #2 and Consolidation do not align with the teacher’s beliefs in <A>. Development #2 presents the target rule ‘unmarked/marked’ as deductive example sentences without context, instead of inductive activities that the teacher prefers. Additionally, Consolidation provides display questions rather than referential questions that are related to students’ lives. For example, "In the sentence ‘Julia confuses her sister,” who is being confused?’" |
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