방송 토론 듣기 능력의 신장을 위한 교수․학습 방안
On the Teaching-learning for Improving Listening Competence in Television Debate
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The purpose of this article is to design the teaching-learing contents and methods for improving listening competence in television(TV) debate. TV debate has much educational value for it presents social agenda, frame of controversy and concrete arguments. Listening TV debate is a kind of critical listening. When designing teachong-learning contents and methods about TV debate, we need to consider not only general competencies of critical listening but also interaction and dual intention of it. Through considering these elements we established teaching-learning contents as ① properties of TV debate, ② grasping sub-issues, ③ analyzing and evaluating individual arguments, ④ grasping rebuttal relation, ⑤ grasping debate strategies, ⑥ grasping debate context, ⑦ decision-making on the resolution. We also design rough teaching-learning process. It can be expressed by “from knowledge to performance”, “from written material to oral material”, “from discourse to context”, “from judgment to practice”. This process can be helped by such instruments as script, graphic organizer of argumentation structure and flow chart.
Abstract
The purpose of this article is to design the teaching-learing contents and methods for improving listening competence in television(TV) debate. TV debate has much educational value for it presents social agenda, frame of controversy and concrete arguments. Listening TV debate is a kind of critical listening. When designing teachong-learning contents and methods about TV debate, we need to consider not only general competencies of critical listening but also interaction and dual intention of it. Through considering these elements we established teaching-learning contents as ① properties of TV debate, ② grasping sub-issues, ③ analyzing and evaluating individual arguments, ④ grasping rebuttal relation, ⑤ grasping debate strategies, ⑥ grasping debate context, ⑦ decision-making on the resolution. We also design rough teaching-learning process. It can be expressed by “from knowledge to performance”, “from written material to oral material”, “from discourse to context”, “from judgment to practice”. This process can be helped by such instruments as script, graphic organizer of argumentation structure and flow chart.
참고문헌 (13)
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