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Competence: Challenges for Validity”, Symposium on Interdisciplinary Interfaces with language Testing, UBC, Canada.
Young, R., & Miller, E. (2004), “Learning as Changing Participation: Discourse Role in ESL Writing Conferences”, The Modern Language Journal, 88, iv.
Abstract
Understanding the Test Co
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Discourse Completion Tasks: A teaching tool for developing sociocultural competence. Oxford University Press: English Language Teaching Journal Vol.54/2. pp.161-168.
McCarthy, M. & Carter, R. 1994. Language as discourse: Perspectives for language teaching. London: Longman
Patrikis, P. 1988. Language
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discourse”, Journal of Pragmatics 31.
Abstract
Problems and Issues in Teaching Grammar and Korean Language Textbooks
Lee, Hyo Sang
It has been generally agreed that Korean language education should follow that (1) spoken language should be given priority (2) more frequent expressions should be taugh
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competence), 사회언어학적 능력(sociolinguistic competence), 담화 능력(discourse competence), 전략적 능력(strategic competence)으로 구분하였다. 이들을 변별적으로 구분해 보고, 각자가 생각하는 언어교육에서 의사소통 능력의 주요 특성에 대해 논의해 보시오
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competence)
2. 사회언어학적 능력(sociolinguistic competence)
3. 담화능력(discourse competence)
4. 책략적 능력(strategic competence)
Ⅲ. 의사소통능력의 영역
Ⅳ. 의사소통능력의 발달
1. 초보적 의사소통 행동단계(primitive comminicative behaviors: 0～3개월)
2.
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