BICS와 CALP 모형의 타당도 연구

초록

This study examines the adequacy of Cummins' model of Basic Interpersonal Communicative Skill (BICS) and Cognitive Academic Language Proficiency(CALP). It was hypothesized that Cummins' notions of BICS and CALP are very similar to those depicted in two different content domains of the English Curriculum of Korea for the secondary schools, which are called conversational English and academic English. It is important to examine the plausibility of the conceptual distinction of BICS and CALP because high-stake English tests like National English Ability Test, Level-Differentiated College Scholastic Aptitude Test, and Nationwide Listening Comprehension Test have been based on the national curriculum and designed to measure students' ability to use conversational and academic English. To this aim, data were collected from 205 high school students. After a series of confirmatory factor analyses, the present study found evidence of the construct validity of Cummins' model of BICS and CALP, or the conceptual distinction of conversational and academic English. Lastly, detailed findings and suggestions for further research will be discussed.

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