지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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This study reports on language/culture-integrated class activities applying the “action-based approach”, the recognized framework adopted by the 『Common European Framework of Reference for Languages(CECR)』. The action-based approach seeks to achieve central goals in language learning. This study designed and implemented class activities to investigate the application of language/culture-integrated education throuh the keyword of action.
In an intermediate Japanese class, eight small groups were formed through ‘the gathering and analysis of learners requirements’, and the resulting Japanese culture-language class was conducted to allow learners to select the tasks of action-based communication through discussion and consulation.
The analysis of learners" opinions on these class activities suggests: First, the integrated Japanese language and culture class was properly conducted. Second, active learning and use of the target language occurred. Third, the proposed class activities for learners could be conducted together with conventional lecture-style class activities, and the small-group activities could be a little shortened than the main activities. In addition, from the teacher"s perspective, there was a need to conduct a different type of class than the conventional lecture-style class to support small-group activities.
In an intermediate Japanese class, eight small groups were formed through ‘the gathering and analysis of learners requirements’, and the resulting Japanese culture-language class was conducted to allow learners to select the tasks of action-based communication through discussion and consulation.
The analysis of learners" opinions on these class activities suggests: First, the integrated Japanese language and culture class was properly conducted. Second, active learning and use of the target language occurred. Third, the proposed class activities for learners could be conducted together with conventional lecture-style class activities, and the small-group activities could be a little shortened than the main activities. In addition, from the teacher"s perspective, there was a need to conduct a different type of class than the conventional lecture-style class to support small-group activities.
목차
1. 들어가기
2. 선행연구 고찰
3. 수업활동 보고
4. 나가기
【참고문헌】
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UCI(KEPA) : I410-ECN-0101-2019-913-000481255