“Oral Approach" 敎授法上의 背景과 實際適用上의 問題點 = Backgrounds of the teaching method and problems of the applicaton on Oral-Approach

다국어 초록 (Multilingual Abstract)

New is the time of the international communication for mutual understanding between countries and for exchange of the scientific informations in every field of human knowledge.
The basic thing which enables these human activities is the language and there comes the need of an some interanatronal languages which give the same information to peoples of different native languages.
Recently, english language has been most emphasized as an international language moreover, there has been a great need of English education in most of countries where English is not mother tongue.
In Korea, we also see that an increacing demand of english education at various levels of school system.
However the method of teaching English has not been changed so seriously until the recent days.
If there has been any effort which tried to revise our method of teaching english, it is the so-called oral approach.
Theoretically, oral approach is quite different from the traditional method which we have employed, so far, in teaching english.
The oral approach emphasizes the spoken language, while the traditional method is rather written language oriented.
This major diffference creates a major difficulty in switching the teaching method from traditiotal to oral method.
Especially when it comes to practice the oral approach in Korean classrooms, there are quite a few hurdles which may discourage an English teacher who wants to employ the method :
(1) The teacher himself may feel unconfident in his own ability in English. <At the present, it is very hard to find aconfident teacher whose language ability is good enough to carry the class influent English. >
(2) The number of students in a class is usually over sixty, which causes a major diffiiulty in practising oral language.
(3) The oral approach does not fit classes of preparation for highers School entrance examinations, in which the written form of the language and grammatical rules are most emphasized.
(4) A teacher can hardly have access to the facilities which may help his oral approach class such as tape-records phonograph records and player, Slide projector, movie projector, ect.
(5) There are a lot of underivileged school especially in rural area and it will be very hard to give the same opportunity of earlier employment of the oral approach to the schools in both the city area and rural area.
As a conclusion, we may say that the oral approach does not seem to be employed in the near future in korean classrooms because of the reasons we have enumerated above.

목차 (Table of Contents)

• Summary
• 1. 序 言
• 2. Oral Approach
• A. Oral Approach 敎授法上의 背景
• B. 實際適用上의 問題点
• (1) 敎師需給
• (2) 學級編成
• (3) 高學年에서의 適用
• (4) 施設
• (5) 地域上의 差異
• 3. 結 論
• 參考文獻