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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국화법학회 화법연구 화법연구 제47호
발행연도
2020.1
수록면
169 - 204 (36page)

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초록· 키워드

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This study reviewed the Australian EAL/D curriculum to critically examine the contents of the revised Korean as a Second Language(KSL) curriculum. First, through a review of related studies of the KSL curriculum, the need for research on achievement standards was confirmed. The EAL/D curriculum was divided among the characteristics of EAL/D learners and the composition and characteristics of curriculum contents. The overall contents of the KSL and EAL/D curricula were compared, and achievement standards in listening and speaking areas at the beginning stages were compared and discussed. As a result, it was found that both the KSL and EAL/D curricula attempted to link the learners’ target language proficiency level and achievement level. In addition, in the case of the EAL/D curriculum, it was found that a number of achievement standards related to non-verbal elements, imitation learning, and cultural variables were presented. This suggests that, in addition to linguistic elements, non-verbal, learner, social, and cultural factors are important in language education for learning the target language, and these factors should be reflected in KSL curriculum achievement standards.

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