독일어능력시험 B1의 영역별 통합 교수-학습 모형 적용과정에서 나타나는 산출오류 및 효과분석
An Analysis of Output Errors and Effects in Applying the Area-Specific Integrated Teaching Learning Model for the German Proficiency Test B1
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The purpose of this study is to analyze the output errors in the application of the integrated teaching-learning model and to verify the effectiveness of integrated teaching-learning process by area,‐specifically analyzing the results of actually taking B1. The data were collected from the students who participated in an integrated teaching-learning class of B1 in the output area by area specific and by scale. The results demonstrated that the content and formal elements of the reading and listening areas had positive effects on writing and speaking through the integrated teaching-learning process. Moreover, errors related to Erfüllung appeared most frequently in the first rating scale of writing and speaking. These errors can be expected to be a positive score change in a short time through education. Also, the lowest increase in grammar was observed. Therefore, the results imply that it is possible to overcome limitations by putting more weight on grammatical content through applying the area specific integrated teaching-learning model.
Abstract
The purpose of this study is to analyze the output errors in the application of the integrated teaching-learning model and to verify the effectiveness of integrated teaching-learning process by area,‐specifically analyzing the results of actually taking B1. The data were collected from the students who participated in an integrated teaching-learning class of B1 in the output area by area specific and by scale. The results demonstrated that the content and formal elements of the reading and listening areas had positive effects on writing and speaking through the integrated teaching-learning process. Moreover, errors related to Erfüllung appeared most frequently in the first rating scale of writing and speaking. These errors can be expected to be a positive score change in a short time through education. Also, the lowest increase in grammar was observed. Therefore, the results imply that it is possible to overcome limitations by putting more weight on grammatical content through applying the area specific integrated teaching-learning model.
참고문헌 (18)
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