This study aims to examine how mediation is implemented in the Standard Curriculum for Korean Language(2020) and propose improvements based on the review of the mediation activities, and strategies presented in CEFR(2018). To this end, previous studies on mediation are examined, and the definition, activity, and strategy types of mediation are specified through CEFR(2018) review. And based on this, I analyze how the mediation is reflected in the curriculum goals, components of the content framework, and overarching goals and achievement standards of the Standard Curriculum for Korean Language(2020) and propose improvements. The definition of Korean communication ability in the Standard Curriculum for Korean Language(2020) strongly shows the interactive nature and cooperative characteristics of communication. However, the curriculum goals, components of the content framework and level descriptors do not specifically include mediation activities or strategies. In this study, I consider mediation to play an indispensable role in facilitating communication and constructing meaning through collaborative activities. I further propose to include activities and strategies that can develop mediation competence in the Korean language curriculum. This study is meaningful as a study that systematically presents the definition of mediation, mediation activities, and mediation strategies as a communication mode, and suggests application methods to Korean language education.
1. 서론
2. 선행 연구
3. 유럽공통참조기준(CEFR)의 매개
4. 한국어 표준 교육과정(2020)에서의 매개
5. 결론
참고문헌