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I am not afraid to travel!

I am not afraid to travel!
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외국어교육특수대학원 TESOL학과
이화여자대학교 외국어교육특수대학원
Candice A. MacDonald
As interest in travel abroad grows in Korea, many people are leaving the peninsula to explore other counties. Some Koreans, however, especially those aged between 30–60, have relatively limited English skills, which may affect their travel experience. This is the target age group for this Textbook, and they are mixed gender. Their level is intermediate-low on the ACTFL Proficiency Scale, and they seek to improve their communicative competence and lower their anxiety in order to have the confidence to speak more fluently in their travels abroad. Methodology Published travel English books in Korea typically focus on essential phrases which do not necessarily help students to communicate effectively when they travel. Interacting in authentic communicative events is an essential element when traveling. In order to provide students with ample opportunity to listen to authentic English and to practice speaking and producing the language as much as possible, the Communicative Language Teaching method is employed in this Textbook. “Travel English” includes many communicative activities designed to enhance communicative competence, while engaging students in meaningful and authentic situations. Students will become more aware of both form and functions appropriate for various situations they may find themselves in, in their travels. For example, in the Sample Chapter, students find themselves shopping at a mall abroad and have to practice useful aspects of English relating to finding stores, understanding sales, asking for help in fitting rooms, paying and making returns. Students watch authentic video clips about shopping, and read authentic mall maps and store sale signs in an effort to provide them with the type of input they will encounter abroad. The activities in ‘Travel English’ are interactive, and require students to work collaboratively with their classmates to practice English meaningfully as much as possible. Expected outcomes By studying with this Textbook, students should be able to communicate more effectively in their travels. Through “Travel English”, learners will be able to improve not only travel related English, but also general conversation skills which should help them with the ‘survival’ English that should enable them to better, for example, give directions, make purchases, and order in restaurants.
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