실생활의 언어사용을 지향하는 행위중심 학습 - 유럽공통참조기준 자매 편의 과제에 대한 이론과 실제
Action-Oriented Learning for Real-Life Language Use: Theory and Practice of Tasks Meeting the Criteria of the CEFR Companion Volume
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The Spanish version of the Common European Framework of Reference for Languages (CEFR) Companion Volume, published in 2021, presented an interpretation of the developmental vision of tasks for language learning and use, introducing the concept of action-oriented learning. This study argues that a task enabling action-oriented learning for real-life language use needs to satisfy three criteria—collaboration, interaction, and real-life use—and allow for both situational and interactional authenticity. Based on the theoretical discussion around this concept, this study aimed to analyze the design and execution of an action-oriented learning task in an actual Spanish-language education. First, to explore task design, action-oriented tasks presented in four Spanish textbooks were analyzed to determine whether they satisfied the three criteria. Next, for consideration of the execution of such a task, a case involving the use of an action-oriented learning task that meets the requirements of collaboration, interaction, and real-life use in a conversational Spanish language class at a Korean university is presented and discussed. Through this analysis, the theory and practice of designing and executing collaborative, interactive, real-life tasks based on the communication needs of Korean university-level learners of Spanish is explored.
Abstract
The Spanish version of the Common European Framework of Reference for Languages (CEFR) Companion Volume, published in 2021, presented an interpretation of the developmental vision of tasks for language learning and use, introducing the concept of action-oriented learning. This study argues that a task enabling action-oriented learning for real-life language use needs to satisfy three criteria—collaboration, interaction, and real-life use—and allow for both situational and interactional authenticity. Based on the theoretical discussion around this concept, this study aimed to analyze the design and execution of an action-oriented learning task in an actual Spanish-language education. First, to explore task design, action-oriented tasks presented in four Spanish textbooks were analyzed to determine whether they satisfied the three criteria. Next, for consideration of the execution of such a task, a case involving the use of an action-oriented learning task that meets the requirements of collaboration, interaction, and real-life use in a conversational Spanish language class at a Korean university is presented and discussed. Through this analysis, the theory and practice of designing and executing collaborative, interactive, real-life tasks based on the communication needs of Korean university-level learners of Spanish is explored.
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