Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/34343
Type of publication: Straipsnis / Article
Author(s): Won, Yunhee
Title: Common European framework of reference for language (CEFR) and test of proficiency in Korean (TOPIK)
Is part of: International journal of areas studies, 2016, vol. 11, iss. 1, p. 39-58
Date: 2016
Keywords: Test of Proficiency in Korean (TOPIK);Common European Framework of Reference for Language (CEFR);Korean as foreign language;Assessment of Korean
Abstract: This paper is an overview of Test of Proficiency in Korean (TOPIK). Test of Proficiency in Korean (TOPIK) is a test to measure and evaluate the Korean language proficiency targeting for overseas Koreans and foreigners who do not speak Korean as their first language. The TOPIK is utilized for studying in Korean universities or taking advantages of employment. Systems of the TOPIK are largely divided into TOPIK I and TOPIK II: TOPIK I is divided into the Beginner 1 and 2; TOPIK II is divided into Intermediate 1, 2, Advanced 1, and 2, all of which are equal to the measure proposed in the European common reference standard. Common European Framework of Reference (CEFR) is equipped with a six-step framework for language proficiency and communicative activities. This system describes knowledge, skills, cultural competence, and regulations of each step-by-step learning skill level for the purpose of communication in the private, public, and occupational areas. This paper first presents the Common European Framework of Reference (CEFR) that is familiar to Europeans, and compares it with the TOPIK system. First, it compares the TOPIK with the Common European Framework of Reference on the overall system, the assessment method, question types and etc. Also, it briefly examines foreign language education in Korea. Foreign language education in Korea was in abstract level as compared to the Common European Framework of Reference or topic. As in Europe, Korea also divides the language acquisition into 6 levels. It prepares the evaluation criteria for each level. Criteria and test methods can be understood by comparing the German language test and TOPIK to be carried out in accordance with the Common European Framework of Reference. Test methods and criteria of the German test and TOPIK are similar, but information and instruction for testing showed at the Goethe-Institute is far more detailed than TOPIK in Korea. The problem lies in the absence of speaking test in TOPIK. In order to understand the language proficiency, speaking, listening, reading and writing in all parts should be evaluated; however, there is no speaking test in TOPIK, and it is unfortunate that there is no writing test in the beginner-level test. This is what should be improved in the future.
Internet: https://eltalpykla.vdu.lt/1/34343
https://doi.org/10.1515/ijas-2016-0003
https://hdl.handle.net/20.500.12259/34343
Appears in Collections:International Journal of Area Studies 2016, vol. 11, iss. 1

Files in This Item:
Show full item record
Export via OAI-PMH Interface in XML Formats
Export to Other Non-XML Formats


CORE Recommender

Page view(s)

145
checked on Mar 30, 2021

Download(s)

145
checked on Mar 31, 2021

Google ScholarTM

Check


This item is licensed under a Creative Commons License Creative Commons