한국의 시엘티(CLT)에 대한 관심과 우려, 그리고 그 대안

The Concern and Alternatives of CLT in Korea

&nbsp;&nbsp;CLT(Communicative Language Teaching) aims the development of language learner&quot;s communicative competence, i.e. their ability to use linguistic knowledge of language appropriately in various social situations. For the achievement of this aim, CLT requires a considerable amount of exposure to target language and a learner-centered, communication-oriented language instruction based on learner&quot;s language learning needs in a supportive and non-threatening classroom atmosphere. In such a atmosphere, learners are provided with more practice and experience in language used in real communication situations through the use of authentic materials. The activities learners are involved in offer them real roles, situations and real purposes to communicate. So CLT has evolved as the most prevailing approach in language teaching over the last 30 years.<BR>&nbsp;&nbsp;But CLT has always remained as controversial issue in EFL contexts like Korea. In Korea the subject, teaching materials, activities and assessment of English education are wrong in terms of theory and characteristics of CLT. But the objectives of English education are appropriate.<BR>&nbsp;&nbsp;So I suggest the following alternatives. Firstly, the ministry of education and human resources should change the EFL contexts into ESL ones and provide the appropriate and effective assessment instruments and method of CLT in the college entrance English exam. The lack of effective and efficient assessment instruments in CLT was important constraint in Korea.<BR>&nbsp;&nbsp;Secondly, the researchers who major in the English education methodology should develop the appropriate teaching method and school curricula for applying CLT to Korean schools effectively.<BR>&nbsp;&nbsp;Thirdly, EFL teachers in Korea should perceive their own deficiency in English competence, especially sociolinguistic and strategic competence and in the knowledge of target culture. The English teachers in middle and high schools and universities should improve their English ability to use effectively by their own efforts and in-service training. They should use the authentic materials in their classroom to improve learner&quot;s English abilities.<BR>&nbsp;&nbsp;Even though CLT is regarded as an innovation in language teaching methodology, if we don&quot;t develop these kinds of alternatives successively CLT in Korea will not be successful.