CALLA를 적용한 외국인 학부생 대상 토론 전략 수업 설계

• 영문명: A Study of Design in Korean Debating Strategy Classes Applying CALLA for Foreign Undergraduates
• 발행기관: 이중언어학회
• 저자명: 이선영 김수은
• 간행물 정보: 『이중언어학』제69호, 161~190쪽, 전체 30쪽
• 주제분류: 인문학 > 언어학
• 파일형태: PDF
• 발행일자: 2017.12.31

영문 초록

This Study aims to propose a method for debate strategy classes, applying CALLA (Cognitive Academic Language Learning Approach) to teach debate to foreign undergraduates. Originally, CALLA, which was developed by Chamot & O’Mally (1987), is used as an integrated teaching model comprised of content subject instruction, academic language development, and explicit instruction in learning strategies. Instruction based on CALLA has five steps: introduction, preparation, practice, self-assessment, and expansion. Among these five steps, the self-assessment and expansion stages differ from existing activities in communicative language instruction in that they require students to take the lead in the class. In this study, 118 students were surveyed in order to design curriculum based on CALLA in consideration of students’ propensity to learn and their own culture. As a result, ‘practice’ was named as the stage that students most need to perform sufficiently. In addition, when asked what the teacher should dedicate sufficient time to in class, students also placed high emphasis on methods and progress for using debate strategies effectively. On the other hand, one characteristic that we identified was that, for activities which the students perform by themselves, such as ‘self-assessment’, demand proved to be low. According to the students’ needs survey, this study suggests an example of refutation strategy instruction using on 3 sessions.

목차

1. 서론

2. 이론적 검토

3. 학습자 대상 요구 조사

4. CALLA를 적용한 토론 전략 수업의 예

5. 결론

참고 문헌

키워드

토론 전략 토론 전략 수업 전략 교육 학습자 대상 요구조사 토론 학문적 한국어 말하기 외국인 학부생 Debate Strategy Debate Strategy Class Strategy Education CALLA(Cognitive Academic Language Learning Approach) Students’ Needs Survey Debate Academic Korean Speaking Foreign Undergraduates