CBI 병존 언어 교수 모형에 기반한 한국 문화 수업 설계

Abstract

Objectives This study aims to present an instructional design and a lesson plan based on the content-based instruction (CBI) model for short-term immersion course learners who aim to learn the Korean language and culture.
 Methods This study examined cultural learning goals and instructional models through literature research to design Korean cultural classes and develop a lesson plan. Next, this study explored the characteristics, theoretical grounds, and models of CBI, and other previous research was examined to prepare curriculum and specific class plans. Finally, for curriculum development, this article applied the procedure of the curriculum guideline (6T) for content-based classes proposed by Stroller&Grabe (1997). Furthermore, to select the class theme, this study conducted the need analysis with the entrusted institution of this program.
 Results Finally, this study adopted the Adjunct language instruction model to design the class and develop the curriculum. Moreover, the ITB model was applied, and instructional strategies were presented for specific institutional design. In the Into stage, vocabulary quizzes and warming up activities to support learners' schema formation were designed, and the Through stage was divided into two stages: reading and listening activities by language instructors and special lectures by content instructors. In the Beyond stage, hands on activities related to the special lecture and a language class to review learning contents were designed. Finally, this study presented examples of class materials on the “Modern Korean Food Culture and Table Changes.”
 Conclusions The implication of this study is to provide a framework for designing and planning a culture class that integrates three elements of the culture described in the 3P model. In particular, the instructional design proposed in this study ensures the learners' expertise in content and linguistic support because the co-work of subject matter experts and language instructors carefully developed the class activities and materials. Also, the instructional design proposed in this study is differentiated from the existing cultural class design in that it allows learners to experience what they have learned in person in connection with experiential activities.