외국어 지도의 현대적 경향

Abstract

Significant changes took place in the methodologies after World War II, and various methods and approaches on language teaching were proposed. Since 1970s, there has been developments such as a great emphasis on individualized instruction, more humanistic approaches to language learning, a greater focus on the learner, and a greater emphasis on the development of communication skill, as opposed to merely linguistic, competence. The Communicative Language Approach supported by approaches such as the Content-based Instruction and Task-based Language Teaching reflects some of the above trends. Since World War II, renewed attempts were made to 1) use more new technology (multimedia such as TV, computer and internet), 2) explore new educational patterns (bilingual education, individualized instruction, and immersion programs), and 3) establish methodological innovations (communicative language teaching). Recently there arose a disillusionment with the whole methods debate, partly due to inconclusiveness of research on methods, and calls for a deeper understanding of the process of language learning itself. Now a greater stress is given on authenticity in language learning. Many opportunities for travel and business and international social and cultural exchanges has increased the need for language learning and will be increased more and more in the near future.