유럽공통참조기준의 핵심적 언어 활동으로서의 중개 - 이론에서 실천으로
Mediation as a Core Language Activity in the Common European Framework of Reference: From Theory to Practice
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Mediation, one of the four modes of communication proposed by the Common European Framework of Reference (CEFR), has mainly been understood as interpretation or translation. As such, it has not been fully addressed in theoretical research or in practical applications in language education. However, in the CEFR Companion Volume, published in 2018, which takes an action-oriented approach, mediation was highlighted as a core language activity in the classroom. Following this framework, this paper intends to bridge the gap between mediation activity theory and practice. First, based on the theory of mediation presented in CEFR and its companion volume, we understood mediation as a central language activity based on an action-oriented approach. Next, we analyzed national curricula of Spain and Korea that served as a reference standard for implementing pedagogical theory into practice. The aim was to allow the objectives, methods, and evaluation criteria of mediation activities to be analyzed through mediation-related content in Spanish and Korean curricula. Finally, 21 Spanish learners at Korean universities participated in a writing task that required a mediation activity. An analysis of the task results showed that the pedagogical effects included helping the students develop successful communication skills beyond the understanding of linguistic structure.
Abstract
Mediation, one of the four modes of communication proposed by the Common European Framework of Reference (CEFR), has mainly been understood as interpretation or translation. As such, it has not been fully addressed in theoretical research or in practical applications in language education. However, in the CEFR Companion Volume, published in 2018, which takes an action-oriented approach, mediation was highlighted as a core language activity in the classroom. Following this framework, this paper intends to bridge the gap between mediation activity theory and practice. First, based on the theory of mediation presented in CEFR and its companion volume, we understood mediation as a central language activity based on an action-oriented approach. Next, we analyzed national curricula of Spain and Korea that served as a reference standard for implementing pedagogical theory into practice. The aim was to allow the objectives, methods, and evaluation criteria of mediation activities to be analyzed through mediation-related content in Spanish and Korean curricula. Finally, 21 Spanish learners at Korean universities participated in a writing task that required a mediation activity. An analysis of the task results showed that the pedagogical effects included helping the students develop successful communication skills beyond the understanding of linguistic structure.
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