스페인어 작문 활동 과업에 관한 연구 - 대학에서의 작문 지도를 중심으로
A Study on Tasks of Written Expressions for a Didactic Proposal for the Subject 'Spanish Composition' in University Context
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The objective of this study is to analyze the textbooks of the subject 'Spanish Composition' and to give a didactic proposal for written expressions in the university context of Korea. First, the grammar-translation method is predominant in the teaching environment and also in most Korean textbooks. According to this method, the main task during the class of Spanish composition is to translate Korean expressions to Spanish one focusing on the grammar and the vocabulary contents. Our study makes an attempt to change the concept of composition: which is from translation to production. Second, historically there are four proposals for teaching written expressions, which is called, the composition guide that includes the following: focus on form, focus on the writer, focus on content, and focus on the reader. An analysis has been made in several textbooks published in Korea, U.S,A., and Spain to verify what approach is used in each book. As for the guide for writing, there is a clear difference between Korea and U.S.A./ Spain. Thirdly, a didactic proposal is presented to develop fluency in writing Spanish using a model given by the author of this article. Finally, contributions and limitations from this study are written.
Abstract
The objective of this study is to analyze the textbooks of the subject 'Spanish Composition' and to give a didactic proposal for written expressions in the university context of Korea. First, the grammar-translation method is predominant in the teaching environment and also in most Korean textbooks. According to this method, the main task during the class of Spanish composition is to translate Korean expressions to Spanish one focusing on the grammar and the vocabulary contents. Our study makes an attempt to change the concept of composition: which is from translation to production. Second, historically there are four proposals for teaching written expressions, which is called, the composition guide that includes the following: focus on form, focus on the writer, focus on content, and focus on the reader. An analysis has been made in several textbooks published in Korea, U.S,A., and Spain to verify what approach is used in each book. As for the guide for writing, there is a clear difference between Korea and U.S.A./ Spain. Thirdly, a didactic proposal is presented to develop fluency in writing Spanish using a model given by the author of this article. Finally, contributions and limitations from this study are written.
참고문헌 (24)
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