영어교육의 새로운 패러다임으로서 복합양식 리터러시 연구

Abstract

Objectives This study proposes a model of multimodal communicative competence for English education in Korea based on the review of multimodal literacy theories and suggests instruction, materials, and evaluation methods to implement the model in the school curriculum.
 Methods To this end, the study reviewed the theories of Canale and Swain (1980), Byram (1997), and Coccetta (2018) to select sub-competency elements that are applicable from a school curriculum perspective, based on Royce's (2002, 2007) concept of multimodal communicative competence (MCC).
 Results The study extracted four sub-competency categories that constitute MCC: linguistic competence, discourse competence, sociolinguistic competence, and multimodal competence, and set up five stages of elements to constitute multimodal competence, considering the current perspective of competency education: attitude, knowledge, receptive skills—viewing, productive skills—presenting, and multimodal literacy.
 Conclusions This study proposes a multimodal communicative competence model and its sub-competency elements that expand the traditional language-centered communicative competence model for English education by including non-verbal communicative modes from a school curriculum perspective. This study is expected to contribute to the improvement of the learner’s communicative competence by complementing the learning of non-verbal communicative modes, which have been neglected in the practice of English education.