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