Basic Deliberation on Possibility of Fostering Primary English Language Learners' Intercultural Communicative Competence in Curriculum
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초록
This study aims to deliberate on possibility of fostering primary English language learners' intercultural communicative competence (ICC) composed of communication competence and intercultural competence in curriculum. To achieve the purpose, the framework of the 2015 English National Curriculum was analysed in terms of ICC. The findings are as follows: (1) There are cultural objectives closely related to ICC. (2) The contents such as attitudes, knowledge, skills, and implement force aren't presented for improving their intercultural competences, although there are the topics related to ICC in the content of the curriculum. (3) There are not any accomplishment standards directly related to both communication competence and intercultural competence of ICC. (4) Teaching-learning methods need to be presented based on cognitive and affective levels of primary English language learners in detail according to grade clusters. (5) There are not any assessment methods directly related to ICC. From the findings, it was suggested that the objectives, the contents, the accomplishment standards, and the teaching-learning and assessing methods related to ICC should be established explicitly in the curriculum for primary English language learners.
Abstract
This study aims to deliberate on possibility of fostering primary English language learners' intercultural communicative competence (ICC) composed of communication competence and intercultural competence in curriculum. To achieve the purpose, the framework of the 2015 English National Curriculum was analysed in terms of ICC. The findings are as follows: (1) There are cultural objectives closely related to ICC. (2) The contents such as attitudes, knowledge, skills, and implement force aren't presented for improving their intercultural competences, although there are the topics related to ICC in the content of the curriculum. (3) There are not any accomplishment standards directly related to both communication competence and intercultural competence of ICC. (4) Teaching-learning methods need to be presented based on cognitive and affective levels of primary English language learners in detail according to grade clusters. (5) There are not any assessment methods directly related to ICC. From the findings, it was suggested that the objectives, the contents, the accomplishment standards, and the teaching-learning and assessing methods related to ICC should be established explicitly in the curriculum for primary English language learners.
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