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자료유형
학술저널
저자정보
김선정 (계명대학교) 김성수 (계명대학교) 민경모 (계명대학교)
저널정보
한국언어문화교육학회 언어와 문화 언어와 문화 제17권 제3호
발행연도
2021.8
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3 - 23 (21page)

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A Korean language curriculum for local primary, middle, and secondary schools abroad needs be developed with regard to its consistency with the local foreign languages curricula, and also the distinct characteristics of Korean education targeted at teenagers. The content structure and skills of the CEFR (Common European Framework of Reference for Languages: Learning, Teaching, Assessment) applied by the Korean Language Curriculum differs greatly with the ‘Standard Curriculum for Korean Language’. CEFR defines four large categories, i.e. communicative language activities and strategies, plurilingual and pluricultural competence, communicative language competences, and signing competences. This paper examines defining the concept of reception categories and their characteristics with concentration on ‘reception’ as one of the subcategories of the CEFR’s communicative language activities and strategies used by the Korean Language Curriculum. The CEFR’s definition of the concept of ‘reception’ is different from the concept of language skills of ‘listening’ and ‘reading’ used by the ‘Standard Curriculum for Korean Language’. The concept of ‘reception’ used in the CEFR has no dichotomy of ‘listening’ and ‘reading’, but it rather describes detailed activities, such as oral comprehension activities, reading comprehension activities, and audio-visual comprehension activities, all of which comprise reception activities. In the development of the Korean Language Curriculum, we used the CEFR’s concept of reception categories to prepare can-do statements. In addition, we also constructed can-do statements that consider teenagers being the agent of learning using content appropriate for their level. The prominent characteristics of these reception categories are not only understanding as a member of a live audience, understanding announcements and instructions, and understanding audio media and recording, but also understanding conversation between other people that is formed using oral comprehension activities.

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