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16. Fillmore, Instructional language as linguistic input: Second language learning in classrooms. In L. C.Wilkinson (Ed.), Communicating in the classroom, New York: Academic Press, 1982.
17. Gebhard, J.,
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approach to lanuage pedagogy. Englewood Cliffs.
Canale, M. & Swain, M (1980). Theoretical bases of communicative approaches to second language teaching and testing.
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*목 차
Ⅰ. 서론
Ⅱ. 수행평가의 개념과 특징
1. 수행평가의 장점
2.
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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 내용을 소개하고
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teaching of writing: Limits and possibilities, National Council of Teachers of English
Noyce, R.M., & Christie, J.F.(1983), Effects of an integrated approach to grammar instruction on third graders\' reading and writing, Elementary School Journal, 84
Phillipson, R.(1992), Linguistic imperialism, Ox
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Approach)의 특징과 장․단점
2. 총체적 접근법(Whole Language Approach)의 특징과 장․단점
3. 균형적 접근법(Balanced Approach)의 특징
Ⅲ. 영어 읽기 교육 사례 연구----------------------------------------------------4
1. 사례연구의 내용과 결과
2. 영어
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to teach grammar. London: Longman.
Yoshida, N. J. (1985). Garme theory and research skills. Paper presented at the TRI-TESOL Conference, Bellevue, Washington, November 14-16.
Abstract
The Necessity of Teaching Grammar
in Elementary School English Education
for Communicative Competence
English Educ
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to theory and methods. Boston, MA: Allyn & Bacon.
Daly, J. A., & Stafford, L. (1984). Correlates and consequences of social communicative anxiety. In J. A. Daly & J. C. MacCroskey(eds.) Avoiding communication(125-144). London: Sage Publication.
Du Toit. P. H. (1990). Microteaching as meta-learning o
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to theory and methods. Boston, MA: Allyn & Bacon.
Daly, J. A., & Stafford, L. (1984). Correlates and consequences of social communicative anxiety. In J. A. Daly & J. C. MacCroskey(eds.) Avoiding communication(125-144). London: Sage Publication.
Du Toit. P. H. (1990). Microteaching as meta-learning o
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to know learners\' needs and overall satisfaction of ESP courses by conducting a questionnaire composed of seventeen questions related to the necessity of ESP, the usefulness of ESP, the suitability of ESP lectures, the suitability of ESP teaching materials, and interest in ESP courses. A total of 2
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