지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
이용수
이 논문의 연구 히스토리 (2)
- 이 논문의 후속연구가 궁금하신가요?
- 연관 학술논문 또는 학술발표를 통해 보다 발전된 연구결과를 확인하실 수 있습니다.
- 이 논문의 연구 히스토리 확인하기
초록· 키워드
오류제보하기
The purpose of this study is to develop an instruction model for teaching English in elementary school based on intercultural communicative competence and to examine how the model works in the classroom. The model is modified from Moran(2001)’s culture teaching model in which the subcomponents of Byram(1997)’s intercultural communicative competence can be learned in its four phases; knowing-how, knowing-what, knowing-why and knowing-oneself. Also,the model has reflected the analysis of the textbooks, teachers’ guides and needs analyses of teachers. In the knowing-how phase, students see some products from the target culture and act out behaviors of the target culture. In the knowing-what phase, students are explained the target culture verbally. The third phase, knowing-why, is the most important because there should be an active interaction between the students during their research. In the knowing-oneself phase, students internalize what they have learned and adapt it to similar situations. The evaluation of the model’s adaptability shows that the experimental group’s result is higher in statistical significance than the control group’s in the knowledge and know-how sections. In order to improve the model there should be flexibility in merging the phases, an appropriate way of presenting materials,interdisciplinary lessons and follow-up activities at home.
목차
등록된 정보가 없습니다.
참고문헌 (26)
참고문헌 신청
이 논문의 저자 정보
최근 본 자료
댓글(0)
0