텍스트 중심 말하기 교육 내용 구성의 전제와 함축

The Presuppositions and Implications of Text-based Construction of the Content in the Speaking Strand

&nbsp;&nbsp;This paper aims to explore the presuppositions and implications of the speaking strand as a part of Korean language education in the revision of the 7th national curriculum of which the content is constructed through a text base.<BR>&nbsp;&nbsp;In order to reason these, the writer explains at first the status of the speaking strand in Korean language education and critically reviews the main issues raised in the process of the discussion for revising the current curriculum. Then he clarifies the concept of text, the view of language, the category of contents, and the achievement standards by grade with its constituents. The implications contain the orientation of speaking instruction, the principles and methods of teaching and learning, and the method of editing textbooks. Last but not least, he makes some suggestions toward productive speaking instruction.<BR>&nbsp;&nbsp;The system of the content in &quot;the revision&quot; has such constraints as texts, knowledge, skills, and contexts, of which the original form suggested in the first part of the discussion was the category comprising language, cognition, and society. The writer links it to the concept of text―a communicative event wherein linguistic, cognitive, and social actions converge ― according to Beaugrande (1997). From these achievement standards are stated in focused, integrated, and hierarchic format including content constraints and action verbs.<BR>&nbsp;&nbsp;The writer places emphasis on selecting speaking genres and integrating content constraints and language modes in speaking instruction. In regard to this, he concludes researchers need to clarify the linguistic, cognitive, and social constraints related to the production of speaking genres and design content and method adapted to learners for the productive speaking instruction.