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A Study of Instructional Design in Teaching Korean Speaking Based on the Cognitive Apprenticeship Theory: focused on the intermediate Korean language learner for academic purpose.

  • Korean Semantics
  • 2015, 48(), pp.1-25
  • Publisher : The Society Of Korean Semantics
  • Research Area : Humanities > Korean Language and Literature

Lee Young Jun 1 Kim, Jiae 1

1한국학중앙연구원

Accredited

ABSTRACT

Jiae Kim & Youngjun Lee. 2015. “A Study of Instructional Design in Teaching Korean Speaking Based on the Cognitive Apprenticeship Theory: focused on the intermediate Korean language learner for academic purpose”. Korean Semantics, 48. This article aims at developing teaching method of Korean speaking for academic purpose. For the successful performance of academic work Korean learners need communicative competence as well as creative and logical thinking skills. This emphasize the adoption of the cognitive apprenticeship theory in the curriculum. Process-based instruction and mutual cooperation establish the foundation of this theory. In this education could be included such methods as modelling, coaching, scaffolding, and fading. The special course based on these methods was developed and had considerable effect on constructing discourse. First of all, foreign learners acquired the ability to plan a strategy leading to speaking logically. The teacher’s coaching and interaction between peers made easy to create new ideas and organize frame for logical text.

Citation status

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