과제 수행 중심의 프랑스 언어·문화 통합 교육 평가 방안 연구

• 영문명: A study on task-based performance assessment in integrative instruction of the French language and culture.
• 발행기관: 한국외국어교육학회
• 저자명: 김양희(Kim, Yanghee)
• 간행물 정보: 『Foreign Languages Education』Vol.26 No.2, 125~142쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2019.06.30

국문 초록

The purpose of this study is to suggest a sample of test tool sets for evaluating the task-based performance assessment in integrative teaching of the French language and culture. For this purpose, this study analyzed the characteristics of task-based performance assessment, the communicative competence of Hymes, Canale, Swain, and Bachman, and the cultural competence. In addition, this study investigated the competences of learner/user that Common European Framework of Reference provides. The following results were drawn: 1) assessment criteria: language competence(knowledge of language system, discourse competence, sociolinguistic competence), cultural competence(cultural knowledge, attitude, competence), task performance competence (procedural knowledge, performance competence, strategic competence), 2) subcategory and construct, and 3) self-assessment and peer assessment.

영문 초록

Le but de cette étude est de suggérer un échantillon d’ensembles d’outils de test pour évaluer l’évaluation basée sur les performances des tâches dans l’enseignement intégratif de la langue et de la culture françaises. À cette fin, cette étude a analysé les caractéristiques de l’évaluation basée sur la performance des tâches, la compétence communicative de Hymes, Canale, Swain et, Bachman et la compétence culturelle. En outre, cette étude a examiné les compétences de l’apprenant/utilisateur fournies par le Cadre européen commun de référence. Les résultats montrent: 1) les critères d’évaluation: compétence linguistique(connaissance du système linguistique, compétence du discours, compétence sociolinguistique), compétence culturelle(connaissance culturelle, attitude, compétence), compétence d’exécution de la tâche(connaissance procédurale, compétence d’exécution, compétence stratégique), 2) sous-catégorie et construction, et 3) auto-évaluation et évaluation par les pairs.

목차

I. 서론

II. 언어·문화 통합 교육의 교수 요목

III. 수행 유형에 따른 과제 분류

Ⅳ. 평가 범주 설계

Ⅴ. 결론

참고문헌

키워드

수행 평가 과제 유형 언어적 능력 문화적 능력 과제 수행 능력 é valuation basé e sur la performance types de tâ che compé tence linguistique compé tence culturelle compé tence d’exé cution de tâ che performance assessment task types language competence cultural competence task performance competence