CALLA를 적용한 외국인 학부생 대상 토론 전략 수업 설계 (A Study of Design in Korean Debating Strategy Classes Applying CALLA for Foreign Undergraduates.)

서지정보

· 발행기관 : 이중언어학회
· 수록지 정보 : 이중언어학 / 69호 / 161 ~ 190페이지
· 저자명 : 이선영, 김수은

초록

This Study aims to propose a method for debate strategy classes, applying CALLA (Cognitive Academic Language Learning Approach) to teach debate to foreign undergraduates. Originally, CALLA, which was developed by Chamot & O’Mally (1987), is used as an integrated teaching model comprised of content subject instruction, academic language development, and explicitinstruction in learning strategies. Instruction based on CALLA has five steps: introduction, preparation, practice, self-assessment, and expansion. Among these five steps, the self-assessment and expansion stages differ from existing activities in communicative language instruction in that they require students to take the lead in the class. In this study, 118 students were surveyed in order to design curriculum based on CALLA in consideration of students’ propensity to learn and their own culture. As a result, ‘practice’ was named as the stage that students most need to perform sufficiently. In addition, when asked what the teacher shoulddedicate sufficient time to in class, students also placed high emphasis on methods and progress for using debate strategies effectively. On the other hand, one characteristic that we identified was that, for activities which the students perform by themselves, such as ‘self-assessment’, demand proved to be low. According to the students’ needs survey, this study suggests an example of refutation strategy instruction using on 3 sessions.

영어초록

This Study aims to propose a method for debate strategy classes, applying CALLA (Cognitive Academic Language Learning Approach) to teach debate to foreign undergraduates. Originally, CALLA, which was developed by Chamot & O’Mally (1987), is used as an integrated teaching model comprised of content subject instruction, academic language development, and explicitinstruction in learning strategies. Instruction based on CALLA has five steps: introduction, preparation, practice, self-assessment, and expansion. Among these five steps, the self-assessment and expansion stages differ from existing activities in communicative language instruction in that they require students to take the lead in the class. In this study, 118 students were surveyed in order to design curriculum based on CALLA in consideration of students’ propensity to learn and their own culture. As a result, ‘practice’ was named as the stage that students most need to perform sufficiently. In addition, when asked what the teacher shoulddedicate sufficient time to in class, students also placed high emphasis on methods and progress for using debate strategies effectively. On the other hand, one characteristic that we identified was that, for activities which the students perform by themselves, such as ‘self-assessment’, demand proved to be low. According to the students’ needs survey, this study suggests an example of refutation strategy instruction using on 3 sessions.

참고자료

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