英語敎育上으로 본 意思疎通能力의 養成 = Development of Communicative Competence for Korean Learners of English

다국어 초록 (Multilingual Abstract)

As one of the ways in which the teacher of English can help his class develop some of communication skills the following suggestions are offered for the teacher.
(1) Teach English chiefly in English. This will provide the teacher with an opportunity to improve his own ability to speak 2n91ish and the student with an opportunity to listen to and speak English in a real speech situation. This opens the practical way for communication acts.
(2) Teach pronunciation by the sentence as a unit. This means that the teacher must put more emphasis on suprasegmental features, that is, intonation and rhythm, than on segments. This will help the student to understand the importance of the flow of sound, though individual vowels and consonants comprising the flow are not to be neglected.
(3) Teach everyday expressions by situations and thought patterns. This means that the teacher is recommended to teach expressions not by grammatical categories but by categories of situations and thought patterns. Expressions in situations and of thought patterns are directly linked with communications acts.
(4) Analyze the sentence into thought units, not into words. A thought unit is often made up of more than one word, as or a matter of fact. If the communication aim is to be achieved, the expression above is to be taught as a unit, not to be analyzed further into its component words.
(5) Include the test of listening comprehension and/or the speaking skill in English examinations. Examinations often give direction to learners.
In addition to these suggestions for the teacher, one more thing is to be considered. It is the making up of collections of classroom English and everyday English in dialogue form with situations specified. These collections will be of great help to the teacher who attempts to teach English in English for the development of the student's communicative competence in his classroom.