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        의사소통 능력 발달을 위한 문법 교육의 역할 - 스페인의 ELE 교재 분석을 중심으로

        송예림 ( Song Yerim ) 한국스페인어문학회(구 한국서어서문학회) 2017 스페인어문학 Vol.0 No.82

        Throughout the history of foreign language education, the role of grammar has changed depending on the needs and priority of dominant methods and approaches; however, “how to teach grammar” has always been and is still very critical and controversial question in language education. This article first presents various perspectives on the pedagogical value of grammar, including communicative language teaching. Next, it suggests the latest perspectives on the role of grammar in teaching Spanish as a foreign language based on the Common European Framework of Reference for Languages (2002) and its action-oriented approach― a theoretical framework for teaching and learning foreign languages. Finally, this study examines how the two contemporary Spanish textbooks cover grammar: Nuevo ven 1 (2003) and Agencia ELE 1 (2008). In evaluating the two textbooks, the article first presents the comparative analysis on the general organization and then conducts the comparison and contrast between the approaches of grammar and how much the grammar has been conducive to develop and enhance communicative activities. Based on this study, this article will focus on the differences in the role and methods of teaching grammar in communicative approach and action-oriented approach.

      • KCI등재

        유럽공통참조기준의 핵심적 언어 활동으로서의 중개 - 이론에서 실천으로

        송예림 ( Song Yerim ) 한국스페인어문학회(구 한국서어서문학회) 2021 스페인어문학 Vol.- No.99

        Mediation, one of the four modes of communication proposed by the Common European Framework of Reference (CEFR), has mainly been understood as interpretation or translation. As such, it has not been fully addressed in theoretical research or in practical applications in language education. However, in the CEFR Companion Volume, published in 2018, which takes an action-oriented approach, mediation was highlighted as a core language activity in the classroom. Following this framework, this paper intends to bridge the gap between mediation activity theory and practice. First, based on the theory of mediation presented in CEFR and its companion volume, we understood mediation as a central language activity based on an action-oriented approach. Next, we analyzed national curricula of Spain and Korea that served as a reference standard for implementing pedagogical theory into practice. The aim was to allow the objectives, methods, and evaluation criteria of mediation activities to be analyzed through mediation-related content in Spanish and Korean curricula. Finally, 21 Spanish learners at Korean universities participated in a writing task that required a mediation activity. An analysis of the task results showed that the pedagogical effects included helping the students develop successful communication skills beyond the understanding of linguistic structure.

      • KCI등재

        대학 스페인어 글쓰기 수업에서의 교수자의 효과적인 교정 피드백과 학습자의 자기교정과의 상관관계

        송예림 ( Song Yerim ) 한국스페인어문학회(구 한국서어서문학회) 2020 스페인어문학 Vol.0 No.94

        The purpose of this study is to examine whether the effect of a teacher’s corrective feedback for error correction in Spanish learners’ writing tasks is more effective when the learners also have the opportunity to perform self-correction activities for the task. To this end, we designed two feedback experiments and examined which type of feedback is more effective for the learners in a university Spanish writing class. In the first experiment, the teacher provided direct feedback on the participants’ writing tasks and the participants rewrote the assignment at the midterm exam; in the second experiment, the teacher provided indirect feedback with underlines on the learners’ writing tasks, the learners performed self-correction activities, and, finally, the teacher provided direct feedback on the self-corrected writing tasks. Also, the participants rewrote the assignment at the final exam. In addition, the participants completed pre-experimental questionnaires about their needs for teacher feedback and post-experimental questionnaires evaluating the two types of feedback experiments they experienced and the effectiveness of the self-correction activities. The results of these two experiments revealed that participant learners considered the latter type of experiment that included self-correction more effective because it offered them the opportunity to determine the cause of their errors themselves, based on the teacher’s indirect feedback.

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