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Community-Based Language Teaching and Learning
Angela Lee-Smith 국제한국어교육문화재단 2017 국제한국어교육 Vol.3 No.2
본고의 주요 목적은 언어학습을 커뮤니티 (지역 공동체)와 연계하는 수업 프로젝트 모형의 한 예를 제시하는 데에 있다. 제시 된 프로젝트 중심의 학습 모형은 장소-중심, 장르 중심, 커뮤니티 중심, 다중문식성 중심의 언어 교수법적 접근 방법에 기반을 두고 있으며, 현재 미국의 한 사립 대학교 한국어 정규과정 수업에서 활용되고 있을 뿐만 아니라 다른 외국어 교육에서도 용이하게 도입될 수도 있다. International Journal of Korean Language Education 3(2), 233-252. The purpose of this article is to present a language course project model for linking learning with community. The model is currently in use in a Korean program at a private university in the U.S. This community-based project can be added into a learning object repository that can be implemented in many other languages. With accommodations, the global nature of the content of this model and its range of criteria (i.e., place, project, genre, community, multiliteracies) make this suitable for use in a broad range of language courses.
Angela Lee-Smith 국제한국어교육학회 2006 한국어 교육 Vol.17 No.1
This study aims to find how to implement the Lexical Approach into Korean Language Teaching. As D. Wilkins pointed out: “Without grammar, little can be conveyed; without vocabulary, nothing can be conveyed.” - and this clearly reflects the important role of lexis in language learning. The communication of meaning is placed at the center of language and language learning. This naturally leads to much more emphasis on the main carrier of meaning, lexis (not only just words but also multi-word chunks). Therefore, the concept of a vocabulary should be extended from words to lexis. This paper develops the O-H-E methodology that includes a language learning theory, ‘Noticing and Awareness’. Also, some lexically focused teaching-learning materials are presented as samples. They can be applied to the structure, planning, and implementation of lexically-focused language courses. The changes of mind-set in both content and methodology which implementing the Lexical Approach involves do not mean a radical shift. Rather, they are easily adopted in day-to-day language classes.
( Lee Smith Angela ) 국제한국어교육학회 2006 한국어 교육 Vol.17 No.1
This study aims to find how to implement the Lexical Approach into Korean Language Teaching. As D. Wilkins pointed out: "Without grammar, little can be conveyed; without vocabulary, nothing can be conveyed." - and this clearly reflects the important role of lexis in language learning. The communication of meaning is placed at the center of language and language learning. This naturally leads to much more emphasis on the main carrier of meaning, lexis (not only just words but also multi-word chunks). Therefore, the concept of a vocabulary should be extended from words to lexis. This paper develops the O-H-E methodology that includes a language learning theory, `Noticing and Awareness`. Also, some lexically focused teaching-learning materials are presented as samples. They can be applied to the structure, planning, and implementation of lexically-focused language courses. The changes of mind-set in both content and methodology which implementing the Lexical Approach involves do not mean a radical shift. Rather, they are easily adopted in day-to-day language classes. (Yale University)
Angela Lee-Smith 국제한국어교육학회 2004 한국어 교육 Vol.15 No.3
This paper draws attention to teaching Korean with a powerful message: Teaching metaphors is important to enhance Korean learners’ language competence. We live in a world full of metaphors. Metaphors are not only used as a poetic and rhetorical tool. Ordinary people use metaphors in everyday language. For example, in Korean, ‘I’m wasting my time.’; ‘He is sharp. (personality)’; ‘He has a heavy-mouth’; ‘She fell in love.’ are all metaphorical expressions. We use metaphors to help us learn and understand difficult abstract concepts, by mapping them to easy concrete phenomena reflective of the human experience. Metaphors may vary across languages and cultures, for example, ‘Scrooge is greedy.’: the concept of greedy is lexicalized differently in various languages and cultures, as seen in ‘He is cheap.’ (in English); ‘He is salty’ (in Korean); ‘He is spicy.’ (in Japanese). Therefore, teaching metaphors also must be an essential part of foreign language education. This paper highlights the importance of teaching metaphors to Korean learners, and presents pedagogical materials teachers can use practically in Korean language class.