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One of the main purpose of English education in Korea can be said to cultivate the communicative competence of Korean EFL learners. In more than 100 years of English education history in Korea, many innovations have been made to improve English education contexts and cultivate the communicative competence of Korean learners. The notion of a "communicative syllabus" which has been adopted from the 6th national curriculum reflects this innovative atmosphere of English education policies in Korea.
  The notion of communicative competence has had a very powerful influence on every aspect of language teaching. English textbooks have been published on the basis of communicative syllabus since the 6th national curriculum. Communicative competence is not on the list of items learned, but a set of strategies for realizing the value of linguistic elements in contexts of use is on the list (Widdowson, 1979).
  Although the importance of communicative competence is widely acknowledged, it is doubtful whether Korean EFL learners have acquired communicative competence. So we need to investigate Korean EFL learners' uses of speech functions in order to know if they can communicate in appropriate contexts and manner.  
  This study focuses on achieving three purposes. The first one is to analyse English textbooks on the basis of thanking strategies, apologizing strategies, and requesting and offering strategies presented in Aijmer(1996) because I had analysed these four language functions in the previous study(Park, Kyung-Ja et al. 2000). The second purpose is to analyse the discourse completion data collected from Korean middle school students(50 students) and university students(50 students). The third purpose is to suggest the discourse syllabus as a more appropriate model to cultivate communicative competence in Korea.

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논문 원본 자료실 - 검색창에서 색인할 수 있으며, PDF파일을 다운 받으실 경우 바로 위의 '뷰어로 보기' 체크를 풀고 확인하시면 됩니다.

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The English Teachers Association in Korea

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