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고등학교 중국어 원어 적용 수업 지도방안 및 수업모형제시

Title
고등학교 중국어 원어 적용 수업 지도방안 및 수업모형제시
Other Titles
A Study on teaching Chinese classes in Chinese-Korean as a must and its direction and lesson plan in high school
Authors
허은영
Issue Date
2006
Department/Major
교육대학원 중국어교육전공
Publisher
이화여자대학교 교육대학원
Degree
Master
Abstract
Today, as language is generally understood as means of communication, it is widely accepted that the purpose of language teaching is to equip the learners with the ability to communicate, namely, communicative competence. To help the students enhance their communicative competence, language teachers should devise ways to provide them with better environments and more opportunities to interact directly with the target language. so It is desirable to listen and speak as much as possible in foreign language education like native language acquisition. To do that, it is needed to give enough chances to listen and speak in target language in education. In Korea, Chinese as a Foreign language situations, students hardly have the chance to speak and listen to Chinese outside the classroom. Because a large portion of the input given to students consists of classroom Chinese, it would seem that teaching Chinese through Chinese could provide students with much input and make class more effective. But many studies show teaching target language through target language only in class may be a cause for more anxiety and discomfort for beginning level students during class. According to these studies, this study suggest the follow. The teachers should use Chinese and Korean in classes depending on what skill he or she teaches because high school students are beginners in Chinese learning. Especially, students may benefit from a teacher's using Korean properly in reading class for translations and the explanation of sentence structures can help students with reading comprehension. Therefore, In chapter 3, I suggest the direction of teaching Chinese classes in Chinese-Korean so I mention various examples of Chinese usage which may happen in classroom and divides them into 3 steps- introduction, development and closing. And in chapter 4, the model of teaching Chinese classes in Chinese-Korean is shown based on data mentioned above.
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