의사소통언어지도(CLT)의 배경, 이론 및 실제 = CLT : Its Background, Theory, and Task

다국어 초록 (Multilingual Abstract)

We may regard CLT as a kind of approach rather than a kind of method so far. Communicative competence may be defined as an ability to make sense as a participant in discourse by the skillful deployment of shared knowledge of code resources and rules of language use. Just as Audiolingual Method has been criticized in reflection an appropriate methodology in America, Situational Approach has no longer been felt to reflect a methodology appropriate since 1970s. Combined with the features of interactive process of humanistic approach to teaching, CLT makes one of the most appealing approach nowadays. Although we cannot say that CLT is a final solution to foreign language teaching, it can not be doubted that it made another new era in language teaching. Although CLT may have some new information and insights to contribute, it may be difficult to adopt a whole new approach to the teaching of foreign language. Most language teachers, I suppose, will agree intuitively to the claim that language students should be exposed to appropriate samples of language and given relevant and motivating activities to help them learn. I believe this is what CLT should do and I think that there is something important in this. Although its philosophy is a little confused nowadays, its heart is firmly-rooted, and in some ways it has done a lot of good for language teaching methodology. However, theoretical confusion can lead to practical inefficiency, and this can do a lot of harm, with time and effort being wasted on unprofitable activities while important priorities are ignored, We need to ask ourselves in order to get clear answers to the various qustions; whether it is suited to EFL situations, whether it requires existing grammar-based syllabus to be abandoned or merely revised, how it can be adopted in situations where students must continue to take grammar-based tests. Solving such kinds of questions may mean to a large degree a success of CLT in Korea. At the same time we need to try to fashion an integrate and comprehensive understanding of how learners acquire the ability to communicate clearly and effectively in EFL situations.

목차 (Table of Contents)

• Ⅰ.서 언
• Ⅱ.CLT의 배경
• Ⅲ.CLT이론
• Ⅳ.Syllabus
• Ⅴ.CLT의 실제
• Ⅴ - 1.지도방법론
• Ⅴ - 2.수업활동
• Ⅴ-2-a.교사활동
• Ⅴ-2-b.학습자활동
• Ⅵ.결언 및 시사점