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2025 New Build Up ¹ÚÇö¼ö ¿µ¾î±³À°·Ð : ±³¿øÀÓ¿ë½ÃÇè Àü°ø¿µ¾î ´ëºñ
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¡¶New Build-Up ¹ÚÇö¼ö ¿µ¾î±³À°·Ð ¥°¡·Àº Áߵ»ç ÀÓ¿ë½ÃÇè Àü°ø¿µ¾î Áß ¿µ¾î±³À°·ÐÀ» ´ëºñÇϱâ À§ÇÑ ¼öÇè¼·Î, ¡¶¹ÚÇö¼ö ¿µ¾î±³À°·Ð¡·½Ã¸®Áî Áß °¡Àå ÇÙ½ÉÀÌ µÇ´Â ±âº»¼ÀÔ´Ï´Ù.
2024³â Áßµî ¿µ¾î ÀÓ¿ë½ÃÇèÀÇ °¡Àå Å« º¯È·Î ²ÅÈ÷´Â ¡¸ÅëÇÕÇü ¹®Çס¹ÀÇ µîÀå¿¡ µû¶ó ¼öÇè»ýµéÀº °¢ ¿µ¿ªº° ÁÖ¿ä °³³ä°ú ¿ë¾î¿¡ ´ëÇÑ ±âº»Àû ÀÌÇظ¦ ¸íÈ®È÷ ÇØ¾ß ÇÏ´Â °ÍÀº ¹°·Ð, À̸¦ ¹ÙÅÁÀ¸·Î ³»¿ëÇÐÀÇ ±¸Ã¼Àû °³³äÀÌ ½ÇÁ¦ ±³½ÇÁöµµ¿¡¼ ¾î¶»°Ô ÀÌ·ç¾îÁö´ÂÁö ÇнÀÇÏ´Â °ÍÀÌ ÇʼöÀûÀÔ´Ï´Ù. ÀÌ¿¡ »õ·ÎÀÌ °³Á¤µÈ º»¼´Â ¼öÇè»ýµéÀÌ ±âº»À̷п¡¼ºÎÅÍ ³»¿ëÇаú ¿µ¾î±³À°·Ð Ãø¸éÀ» ÇϳªÀÇ ÅëÇÕµÈ °úÁ¤À¸·Î ÀÌÇØÇÏ°í ¿¬°áÇÒ ¼ö ÀÖµµ·Ï ±¸¼ºÇÏ¿´½À´Ï´Ù. ¶ÇÇÑ °¢ °³³ä¿¡ µû¸¥ dzºÎÇÑ ½ÇÀüÀڷḦ ¼ö·ÏÇØ ¿µ¾î±³À°·ÐÀÇ ÀÌ·ÐÀû Åä´ë¸¦ È¿°úÀûÀ¸·Î ´ÙÁú ¼ö ÀÖµµ·Ï ÇÏ¿´°í, ±âÃâ¹®Á¦¸¦ ±Ù°Å·Î ½ÉÈµÈ ±³½Ç ÁöµµÀÇ ÀÌ·ÐÀ» ÇнÀÇÒ ¼ö ÀÖµµ·Ï ±¸¼ºÇÏ¿´½À´Ï´Ù.
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¡¶New Build-Up ¹ÚÇö¼ö ¿µ¾î±³À°·Ð ¥°¡·Àº Áߵ»ç ÀÓ¿ë½ÃÇè Àü°ø¿µ¾î Áß ¿µ¾î±³À°·ÐÀ» ´ëºñÇϱâ À§ÇÑ ¼öÇè¼ÀÔ´Ï´Ù.
ÀÌ Ã¥ÀÇ Æ¯Â¡Àº ´ÙÀ½°ú °°½À´Ï´Ù.
1. º»¼´Â ÅëÇÕÇü ¹®Ç×ÀÌ µîÀåÇÑ ÃֽŠÃâÁ¦ °æÇâ¿¡ ¸ÂÃç ¼öÇè»ýÀÌ ±âº»À̷п¡¼ºÎÅÍ ³»¿ëÇаú ¿µ¾î±³À°·Ð Ãø¸éÀ» ÇϳªÀÇ ÅëÇÕµÈ °úÁ¤À¸·Î ÀÌÇØÇÏ°í ¿¬°áÇÒ ¼ö ÀÖµµ·Ï ±¸¼ºÇÏ¿´½À´Ï´Ù.
2. Part 01¿¡¼´Â 20¼¼±â ¾ð¾îÇнÀ °üÁ¡°ú Á¦2¾ð¾î ½Àµæ ¸ðµ¨ ¹× ¾ð¾î ºÐ¼®À» ÁÖµÈ ³»¿ëÀ¸·Î ÇнÀÇÒ ¼ö ÀÖµµ·Ï ±¸¼ºÇÏ¿´½À´Ï´Ù.
3. Part 02¿¡¼´Â ±³½Ç¿¡¼ ÁøÇàµÇ´Â ±³¼öÇнÀ °úÁ¤°ú Æò°¡¿¡ À̸£´Â ±âº»Àû Teaching Principles ¹× Activities¸¦ ÇнÀÇÒ ¼ö ÀÖµµ·Ï ±¸¼ºÇÏ¿´½À´Ï´Ù.
4. ºÎ·Ï¿¡´Â Key Concepts¿Í Key TermsÀ» ½Ç¾î ÁÖÁ¦º°·Î ¿ë¾î¸¦ Á¤¸®ÇÒ ¼ö ÀÖµµ·Ï ±¸¼ºÇÏ¿´½À´Ï´Ù.
ºÎµð, ²ÞÀ» ÀÌ·ç°íÀÚ ¿À´Ãµµ ÇнÀ¿¡ ¸ÅÁøÇÏ°í ÀÖÀ» ¼öÇè»ý ¿©·¯ºÐ¿¡°Ô ÀÌ Ã¥ÀÌ ÀÛÀº º¸ÅÆÀÌ µÇ±æ Èñ¸ÁÇÕ´Ï´Ù.
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Part 01 Theoretical Background for Classroom Teaching
Chapter 01 ¾ð¾î ½Àµæ ¹× ÇнÀ À¯Çü
01 ÇൿÁÖÀÇ(Behaviorism)
02 ¼±ÃµÁÖÀÇ(Innatism)
03 ÀÎÁöÁÖÀÇ(Cognitivism)
04 ±¸¼ºÁÖÀÇ(Constructivism)
Chapter 02 Á¦2¾ð¾î ½Àµæ ¸ðÇü
01 ¼±ÃµÁÖÀÇ ¸ðÇü-KrashenÀÇ Input Hypothesis
02 ÀÎÁöÁÖÀÇ ¸ðÇü-McLaughlinÀÇ Information Processing Model
03 ±¸¼ºÁÖÀÇ ¸ðÇü-LongÀÇ Interaction Hypothesis
Chapter 03 ¾ð¾î ºÐ¼® ¹× Áß°£¾ð¾î
01 ´ëÁ¶ ºÐ¼® °¡¼³-Contrastive Analysis Hypothesis
02 ÇнÀÀÚ ¾ð¾î¿Í ¿À·ù ºÐ¼®-Learner Language and Error Analysis
03 ´ãÈ ºÐ¼®
Chapter 04 ÇнÀÀÚ º¯ÀÎ
01 ÀÎÁöÀû ¿äÀÎ(Cognitive Domain)
02 Á¤ÀÇÀû ¿äÀÎ(Affective Domain)
03 »çȸ¹®ÈÀû ¿äÀÎ(Sociocultural Factor)
Chapter 05 Styles and Strategies-Based Instruction
1. Styles and Strategies-Based Instruction
2. Popular Techniques Used for Teaching Learners about Strategies
3. Use of Compensatory Techniques
4. Implications
Chapter 06 ±³¼ö¹ý
01 Communicative Approach
02 Innovative Approach
03 Traditional Approach
Chapter 07 ±³Àç °³¹ß ¹× ±³Àç ºÐ¼®
0...1 Authentic Materials
02 Syllabus
03 Textbook Adaptation
04 Material Evaluation
05 Computer-Assisted Language Learning
Chapter 08 Differentiated Instruction
01 Mixed Level Class
02 Task Types for Mixed Level Teaching
Part 02 Classroom Teaching and Learning
Chapter 01 Receptive Skills
01 Developing Skills and Strategies in Language Classroom
02 Teaching Listening
03 Teaching Reading
Chapter 02 Productive Skills
01 Teaching Speaking
02 Teaching Writing
Chapter 03 Vocabulary and Grammar
01 Teaching Vocabulary
02 Teaching Grammar
Chapter 04 Assessment
01 Principles of Assessment
02 Æò°¡ÀÇ À¯Çü
03 ¸ñÀû¿¡ µû¸¥ Æò°¡ÀÇ ºÐ·ù
04 ÅëÇÕÆò°¡¿Í ´ë¾ÈÆò°¡
05 äÁ¡ ¹æ¹ý
06 ¼±´ÙÇü ¹®Ç×
Appendix Key-term
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¹ÚÇö¼ö [Àú]
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Leeds University TESOL ¼®»ç. °Ç±¹´ëÇб³ iNTENSIVE lISTENING cOURSE °ÀÇ, ³ë·®ÁøÇàÁ¤°í½ÃÇпø Àü°ø¿µ¾î ´ëÇ¥±³¼ö, Ohmyacademy ¿µ¾î ÀÚ¹®À§¿ø, Çѱ¹±³À°¹Ìµð¾î ¡°À̾߱⠱â¹Ý ¿µ¾î ÇнÀ È°µ¿¡± CD-ROM ÀÛ°¡, Çö) ¹Ú¹®°¢ ÀÓ¿ë Àü°ø¿µ¾î ´ëÇ¥ ±³¼ö. Àú¼ ¹× ³í¹®À¸·Î´Â '´ë±Ô¸ð ¼ö¾÷¿¡¼ µè±âÇâ»óÀ» À§ÇÑ ±³»ç¾ð¾î »ç¿ë', 'Çѱ¹±³À°¹Ìµð¾î CALL ¾î¸°ÀÌ ¿µ¾î±³Àç Cult English(ECC) ÁýÇÊ', 'Teaching Prnciples for Preservice Teachers 1, 2' ,'The Practice of Language Learning and Teaching', 'Build-up ±âÃâ/±âº»/½ÉÈ ¹®Á¦Ç®ÀÌ 1, 2', 'Review ¿µ¾î±³À°·Ð', 'Wrap-up ¹®Á¦Ç®ÀÌ', '¹ÚÇö¼ö ¼ö¾÷½Ç±â', 'Build-up ¹ÚÇö¼ö ¿µ¾î±³À°·Ð ¥°(2014), ¹Ú¹®°¢¿¡µà½ºÆÄ', 'Build-up ¹ÚÇö¼ö ¿µ¾î±³À°·Ð ¥±(2015), ¹Ú¹®°¢¿¡µà½ºÆÄ', 'Build-up ¹ÚÇö¼ö ¿µ¾î±³À°·Ð ¥°~¥³(2017), ¹Ú¹®°¢¿¡µà½ºÆÄ', 'New Build Up ¹ÚÇö¼ö ¿µ¾î±³À°·Ð ¥°~¥³(2020~), ¹Ú¹®°¢'ÀÌ ÀÖ´Ù.
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Àüü 0°³ÀÇ ±¸¸ÅÈıⰡ ÀÖ½À´Ï´Ù.
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