grammar teaching. The non-linearity is assumingly because after notions and functions are first determined, grammaritems are extracted from them in the 7th national curriculum. However, they do not entirely ignore the issue of difficulty or complexity in that some items are arranged with incremental learnability. For instance, present copula in Lesson 1 is preliminarily presented before present
item is all multiple-choice. Twenty items will be given to the students. Each passage consists of one question except for the passage 2 and 6 which consist of two questions. The items will cover the variety of cognitive types as follows. The point of each question will differ depending on the level of difficulty of each question - three, five, and seven points. The total point of this test is one
The Contrastive Analysis Hypothesis
The first language system interferes with the second language system.
Structural analysis on the two language would enable teachers to predict the difficulties in acquiring second language.
It is quite common to detect where the speaker is from just by listening to his/her accent.
e.g.) French
Ladies and gentlemen
Ⅰ. 개요
1970년대부터 chomsky 이론을 넘어선 언어심리학적 이론과 경험적 자료들이 제시되기 시작했다. 70년대에 언어심리학자들은 Chomsky의 이론이 통사 중심의 이론인데 반해, 실제 사람들의 언어행위는 통사 중심이 아닌 것을 재인식하게 되었다. 통사적 변인이 독립적으로 작용하는 것이 아니라, 실
①The textbook deals all language skills introducing various texts including cultural information.
In Chapter 4, the main topic is Dol party, the first birthday celebrated in Korea. It covers Korean culture, so it is suitable for the course goals as well as the communication skills.
② Since the students needs and interests are different, the textbook can’t cover all although it has lots of
cards or definition cards and asks students to find the relation. This is also helpful for the review.
B. Grammar at sentence level
Not only vocabulary could students learn, but also they could learn grammar at sentence level in many ways. For example, they could learn verb tense, pronoun using the words they learn as below examples. A teacher can ask them what they did or what they are
2.1. Argument Structure
※ Argument : The various NPs that occur with a verb
※ Verbs differ in terms of the number and types of NPs they can take as complements.
1) Intransitive verbs : The subject
2) Transitive verbs : The subject + direct object
3) Ditransitive verbs : The subject + direct object + indirect object
- have “transfer direct object to indirect object” in their mea
Grammar vs Particular Grammar)
1) 현대의 생성문법 이전의 각 언어의 문법연구 ; 개별문법 중심
- 전통문법의 연구는 다른 언어들과는 상관없는 수많은 특수언어 문법으로 이루어짐
- 다른 언어와의 비교 없이 오로지 한 나라 말의 독립적인 질서를 집중적으로 연구
- 비교연구는 역사적으로 이족관계에 있는
• Let's get pizza delivered!
피자 배달해서 먹자.
• I'm beat.
피곤해.
• Tom, isn't it?
탐 맞지?
• It doesn't seem reasonable.
타당하지 않아 보입니다.
• It's not appropriate.
타당하지 않습니다.
• What types of food are served in Cuba?
쿠바에선 어떤 종류의 음식들이 나와?
• Let's study together when w