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Celce-Murcia의 ‘Teaching English as a Second or Foreign Language’에 소개된 말하기에 관련된 내용 중에서, 유창성의 관점에서 쓰여진 A. Lazaraton의‘Teaching Oral Skills’과 정확성의 관점에서 쓰여진 J. Goodwin의‘Teaching Pronunciation’에 대하여, 그 개략적인 내
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Celce-Murcia,M.(Ed.).Teaching
English as a second or foreign language. 3rd ed. Boston, Mass.: Heinle & Heinle, 117-137
Kelso, J. A. S., E. Seltzman and B. Tuller. (1986). The dynamical perspective on speech production: data and theory. Journal of phonetics, 14, 29-59.
小山悟.(1996). 自律習促進の一助
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Celce-Murcia, M. (Ed.) (1991),Teaching English as a second or foreign language, Heinle & Heinle Publishers.
Richards, J. C. & Rodgers, T. S. (2001),Approaches and methods in language teaching, 전병만 외 역, 2008, 외국어 교육 접근 방법과 교수법, Cambridge..
Thornbury, S. (1999),How to teach grammar
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Celce-Murcia, (2001). Teaching English as a Second or Foreign Language, Heinle & Heinle
4. Lightbown, P.M. & Spada N. (2002) How Languages are Learned, Oxford University Press
5. Eliason, P. 1995. Difficulties with cross-cultural learning styles assessment. In Learning Styles in the EFL Classroom. E
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Celce-Murcia(2004), 교사를 위한 영어교육의 이론과 실제, 경기도 : 경문사 Ⅰ. 서론
Ⅱ. 의사소통접근법(의사소통중심교수법)의 의미
Ⅲ. 의사소통접근법(의사소통중심교수법)의 목표와 특성
Ⅳ. 의사소통접근법(의사소통중심교수법)의
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York: Oxford University Press.
Larsen-Feeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 251-266). Boston: Heinle & Heinle.
Long, M. H. (1991). Focus on form: A design feature in language methodology. In D. de Bot, R. B. Ginsberg, & C
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