의사소통적 한국어 구어 능력 개발을 위한 제언

Abstract

In the humanistic influenced language education today, mutual communication has taken the place of simple rote memorization. Meaningful language activities are increasingly used to enable the learners to communicate efficiently and appropriately in any given situation or context.

This development can also be observed in Korean language teaching. Language

textbooks and schools claim that they give communicative activities top priority.

On the other hand, there is still no consensus regarding the definition of "communication competence". And, how can we develop communication competence, if we do not understand its nature? Without the subject-matter, we cannot decide for a methodology and no teaching is possible. So, although the communication competence is generally accepted as the goal, it is not too much to say that the educational reality is far from its realization.

In this paper, communication competence is seen as an ability to use strategies and to activate the knowledge (language knowledge and world knowledge) to accomplish a language performance. This paper restrict the discussion to spoken

language activities, gives a definition and presents their subclassification. Then, criteria to select the educational subject-matters to develop the oral-aural competence are given with some illustrations about how to organize them It also attempts an analysis of some teaching materials.