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Syllabus Design의 방향
Towards Designing a Communicative Syllabus

DC Field Value Language
dc.contributor.author이계순-
dc.date.accessioned2014-01-07T07:30:31Z-
dc.date.available2014-01-07T07:30:31Z-
dc.date.issued1987-
dc.identifier.citation어학연구, Vol.23 No.3, pp. 289-306ko_KR
dc.identifier.issn0254-4474-
dc.identifier.urihttp://hdl.handle.net/10371/85773-
dc.description.abstractIn recent years, theories of second/foreign language acquisition have greatly developed. As a result, there has been a switch of emphasis from linguistic forms to notions and functions of the language, and it has been attempted to include the consideration of communicative aspects of language as well as linguistic forms in syllabus construction.
What I should like to do first in this article is to discuss two approaches in language teaching, synthetic and analytic approaches, which produce different types of syllabus. Second, I will also discuss more practical models of communicative syllabus types, and finally will present a tentative pedagogical syllabus designed for the preparation of teaching materials and classroom teaching procedure.
ko_KR
dc.language.isokoko_KR
dc.publisher서울대학교 언어교육원ko_KR
dc.titleSyllabus Design의 방향ko_KR
dc.title.alternativeTowards Designing a Communicative Syllabusko_KR
dc.typeSNU Journalko_KR
dc.contributor.AlternativeAuthorLee, Ke Soon-
dc.citation.journaltitle어학연구-
Appears in Collections:
Language Education Institute (언어교육원)Language Research (어학연구)Language Research (어학연구) Volume 23 Number 1/4 (1987)
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