FLE 교육에서 교수∙학습이론으로서의 행위중심접근법에 대한 비판적 고찰 - 교육적, 사회적 가치를 중심으로 -

Abstract

Action-oriented Approach (AA) as a new teaching method has taken an important role in teaching and learning of French Education during past 10 years. However, even though the new teaching method is very welcome for educators, now it is the time that we have to consider whether the key principle and fundamental notion of this approach is suitable for our language education environments and is theoretically appropriate for education. For that, it is necessary that we have to carefully examine this Action-oriented Approach from two points of views. First of all, from the angle of foreign language education, we need to verify whether this new approach could be appropriately applied in teaching and learning of Korean foreign language education or not. Secondly, from a societal perspective, we need to examine how this method, considering language education as everyday life itself, can handle some critical perspectives in the point of status in quo of AA. It has been criticized that language education as everyday life itself can make learners in everyday life to unconsciously acquire maintaining the status quo during actions such as educational inequality. It is expected that this kind of examination will suggest us an improved way of AA for more effective and appropriate practice of French Education, and will give us an opportunity to think about the better way of teaching and learning model by AA in Korea.