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Ãʵ¾î ±³À°ÀÇ ÀÌ·Ð

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TZ-SHR-677587
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2017.04.25
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121 page / 442.0 KB
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1Àå ÃÊµî ¿µ¾î ±³À°
1. ¿µ¾î ±³À°ÀÇ Çʿ伺
2. ¿µ¾î°ú ±³À°°úÁ¤ÀÇ º¯Ãµ°ú ÃÊµî ¿µ¾î ±³À°
3. ÃÊµî ¿µ¾î ±³À°ÀÇ ¼¼°èÀû Ãß¼¼
4. ÃÊµî ¿µ¾î ±³À°ÀÇ °úÁ¦

2Àå Communicative Competence and Language Acquisition Theory
1. Communicative Competence
2. Language Acquisition Device(LAD) & Critical Period Hypothesis
3. First Language(L1) Acquisition Theory
4. Second Language(L2) Acquisition Theory

3Àå ÃʵîÇб³ ¾Æµ¿ÀÇ Æ¯¼º
1. Halliwell(1992)ÀÇ ¾Æµ¿ÀÇ ÀϹÝÀû Ư¼º
2. ¾Æµ¿ÀÇ Æ¯¼ºÀ» ¹Ý¿µÇÏ´Â ¿µ¾î ±³À°
3. ÇнÀÀÚÀÇ °³ÀÎÂ÷ º¯Àΰú ±³¼ö ¹æ¹ý

4Àå ÃʵîÇб³ ¿µ¾î ±³»çÀÇ ÀÚÁú°ú ¿ªÇÒ
1. ÃʵîÇб³ ¿µ¾î ±³»çÀÇ ÀÚÁú
2. ÃÊµî ¿µ¾î ±³»çÀÇ ¾ç¼º
3. ¿ø¾î¹Î ±³»ç¿Í ³»±¹ÀÎ ±³»ç

4. ÃÊµî ¿µ¾î ±³»çÀÇ ¿ªÇÒ

5Àå Listening
1. Characteristics of Listening
2. Microskills of Listening Comprehension
3. Types of Spoken Language
4. Two Types of Listening Process
5. Principles for Designing Listening Techniques
6. Steps for Teaching Listening
7. Types of Listening Activities

6Àå Speaking
1. Characteristics of Speaking
2. Speaking Proficiency
3. Microskills of Oral Communication
4. Strategies for Teaching Speaking
5. Types of Speaking Activity
6. Steps for Teaching Speaking
7. The ¡°3P¡± Teaching Cycle

7Àå Reading

1. Characteristics of Reading
2. Theories on the Reading Process
3. Types of Written Language
4. Microskills of Reading Comprehension
5. Types of Reading Performance
6. Reading Materials for Children
7. Steps for Teaching Reading
8. Stages of Reading Instruction
9. Reading Activities

8Àå Writing
1. Characteristics of Writing
2. Microskills of Writing
3. Stages of Writing
4. Tips for Teaching Writing
5. Steps for Teaching Writing
6. Advantages of Teaching Writing to Children
7. Types of Writing Activities

  part i.ÃÊµî ¿µ¾î ±³À°ÀÇ À̷Р Á¦ 1Àå ÃÊµî ¿µ¾î ±³À°   ¿µ¾î ±³À°ÀÇ Çʿ伺  ¿µ¾î°ú ±³À°°úÁ¤ÀÇ º¯Ãµ°ú ÃÊµî ¿µ¾î ±³À°  ÃÊµî ¿µ¾î ±³À°ÀÇ ¼¼°èÀû Ãß¼¼  ÃÊµî ¿µ¾î ±³À°ÀÇ °úÁ¦    *  
1.¿µ¾î ±³À°ÀÇ Çʿ伺
Áö±¸¾î·Î¼­ÀÇ ¿µ¾î(english as a global language: egl)
¿µ¾î »ç¿ëÀÚÀÇ ¼¼ À¯Çü (kachru, 1985)  inner circle  outer circle  expanding circle  ¿µ¾î ±³À°ÀÇ Çʿ伺    *  
2.¿µ¾î ±³À°ÀÇ Çʿ伺
¿µ¾î°ú ±³À°°úÁ¤ÀÇ º¯Ãµ  ÃÊµî ¿µ¾î ±³À°ÀÇ Á¤´ç¼º  age and second language acquisition(sla)  biological consideration  ¡°the critical period hypothesis¡±  
-critical period: a biologically determined period of life when language can be acquired more easily and beyond which time language is increasingly difficult to acquire
-in sla ¡®classic¡¯ argument: a critical point for sla occurs around puberty, beyond which people seem to be relatively incapable of acquiring a second language(l2)
-in order to examine this issue, we need to look the followings:
  *  
2.¿µ¾î ±³À°ÀÇ Çʿ伺
ÃÊµî ¿µ¾î ±³À°ÀÇ Á¤´ç¼º  age and second language acquisition  neurological considerations  
-lateralization of the brain
-different aspects of second language optimally learned at different age
-right-hemisphere participations: the role of the right hemisphere in sla
cognitive considerations  
cognitive differences between children and adult language acquisition
-children: not yet in formal operational stage
-lateralization hypothesis: adult: dominance of the left hemisphere
-children: amazingly tolerant of cognitive ambiguities
-l1 children¡¯s practice and repetition: not rote learning but meaningful learning(contextualized and purposeful)
  *  
2.¿µ¾î ±³À°ÀÇ Çʿ伺
ÃÊµî ¿µ¾î ±³À°ÀÇ Á¤´ç¼º  age and second language acquisition  affective considerations  
-at puberty the inhibitions are heightened with critical physical, cognitive, and emotional changes
-language ego
-children¡¯s ego: growing, flexible until puberty-> new language: no threat to the ego
linguistic considerations  
-the interference of first language(l1) to second langauge(l2): adult > children
  *     (ÀÌÇÏ »ý·«)

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