효율적인 일본어학습을 위한 수업설계 연구

• 영문명: A study on the instructional design for effective Japanese learning: Based on the concept of CLIL
• 발행기관: 한국외국어교육학회
• 저자명: 류경희(Ryu, K youngHee) 김미정(im, MiJeong)
• 간행물 정보: 『Foreign Languages Education』Vol.28 No.4, 227~251쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2021.12.31

국문 초록

本稿の目的は、効果的な言語学習のためCLIL（内容言語統合型学習）理論に基づく教育モデルを設計することにある。研究の結果は以下の3つのポイントでまとめられる。第一、学習者のレベルに合った内容中心の教材を効率的に編集し、洗練された配置を通じて4C（内容、認知、意思疏通、文化）をカバーする教室活動を授業に導入すれば、CLIL基盤の外国語教育は可能である。第二、評価方法の変更は、学習者の学習スタイルに影響を与える。出力のプロセスは、入力が繰り返される場合にのみ活性化するため、繰り返しプロセスが意味のある言語情報の取得に集中できるように学習方法を提供する場合、学習方法は学習者においてターゲット言語をより効果的に活用するのに役立つと言える。第三、外国語教育は学習者の思考スキルを拡張させることができる。内容言語統合型学習は、学習者が他の文化を理解し、文化の多様性を重んじる気持ちに基づいて教育コンテンツを比較/分析するのに特化されている。CLIL理論に基づくこのすべての学習活動を通じて、言語学習者は批判的思考スキルを身に付けることができるのである。

영문 초록

The purpose of this study is to design an instructional model based on CLIL (Content Language Integrated Learning) theory for effective language learning. The study findings reveal the following three points. First, context-oriented foreign language education is possible, if we have well-edited authentic materials that match the level of the students, and implement the relevant materials as classroom activities that covered 4C (Content, Cognition, Communication, Culture) through sophisticated placement of content-language integration methods. Second, changes in evaluation methods can affect the studying style of learners. Since the process of output can only be actively utilized if the input is repeated, if we provide an desirable evaluation method so that the repetition process can focus on acquiring meaningful language information, this will help learners make more active use of the target language. Third, foreign language education could expand learners’ thinking skills. Content-language integrated learning is sufficient to help students to understand other cultures and compare/analyze the educational contents based on respect for cultural diversity. Through this all learning activities based on CLIL theory, language learners can also develop their critical thinking skills.

목차

I. 서론

II. 이론적 배경

III. 수업설계 방향

IV. 연구 방법

V. 결론 및 제언

참고문헌

키워드

내용언어통합형학습 4C(내용, 인지, 의사소통, 문화) 수업설계 CLIL (Content Language Integrated Learning) 4C (Content, Cognition, Communication, Culture) instructional design 内 容言語統合型学 習 4C(内 容、認知、意思疏通、文化) 授業設計