절대평가 도입 전후 수능 영어 읽기 지문의 다차원 비교

장지연 1 ,
Ji-Yeon Chang 1 ,
Author Information & Copyright
1Myongji University
Corresponding Author: 부교수(전문), 미래융합대학 창의융합인재학부, 명지대학교, 03674 서울특별시 서대문구 거북골로 34, E-mail:

ⓒ Copyright 2022 Language Education Institute, Seoul National University. This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Received: Feb 17, 2022 ; Revised: Apr 11, 2022 ; Accepted: Apr 18, 2022

Published Online: Apr 30, 2022


This study aims to compare register variation in the reading passages of the CSAT (College Scholastic Ability Test) English section before and after the use of criterion-referenced assessment by applying an additive multi-dimensional analysis based on Biber (1988). To this end, it compiled a corpus of the CSAT English reading passages of the 2013-2022 academic years, using the computer software MAT (Multidimensional Analysis Tagger, Version 1.3.2) (Nini, 2019) for analysis. The median dimension scores indicate that the passages were informational, non-narrative, and abstract. The passages did not tend to persuade their readers, and the referents were specified in an explicit manner. However, the wide range and distribution of the dimension scores suggest that various registers were used in the reading passages. Finally, there was no difference between the two assessment groups in all dimensions except for Dimension 3, implying that the consistency of the CSAT English reading passages has been relatively well maintained regarding register variation.

Keywords: additive multi-dimensional analysis; MAT; register variation; dimensions; CSAT English reading passages



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