Re: 기출문제 질문

[권영주]

1번 Specifications는 시험문제 만들때 필요한 요건사항, 문항내용, 순서.. 등을 의미합니다.

2번은 우리 교육학에서 번역한 내용과 일대일로 번역해서 보기는 어렵겠네요. 교육학에서는 언어영역을 넘어서 일반 학습에 적용을 시켜서 설명하고 있기 때문에 그렇습니다. 영어교육에서 이 순서는 cognitive순서이므로 위의 5개는 행동주의에  6번-8번은 인지주의에 해당되는 사고 영역으로 기억하면 되겠습니다.

1. Signal Learning	This generally occurs in the total language process: human beings make a general response of some kind (emotional, cognitive, verbal, or nonverbal) to language.
2. Stimulus-response learning	This is quite evident in the acquisition of the sound system of a foreign language in which, through a process of conditioning and trial and error, the learner makes closer and closer approximations to native like pronunciation. Simple lexical items are, in one sense, acquired by stimulus-response connections; in another sense they are related to higher-order types of learning.
3. Chaining	This is evident in the acquisition of phonological sequences and syntactic patterns-the stringing together of several responses-though we should not be misled into believing that verbal chains are necessarily linear; generative linguists have wisely shown that sentence structure is hierarchical.
4. Verbal association	The fourth type of learning involves Gagne’s distinction between verbal and nonverbal chains, and is not really therefore a separate type of language learning.
5. Multiple discriminations	These are necessary particularly in second language learning where, for example, a word has to take on several meanings, or a rule in the native language is reshaped to fit a second language context.
6. Concept learning	This includes the notion that language and cognition are inextricably interrelated, also that rules themselves-rules of syntax, rules of conversation-are linguistic concepts that have to be acquired.
7. Principle learning	This is the extension of concept learning to the formation of a linguistic system, in which rules are not isolated in rote memory but conjoined and subsumed in a total system.
8. Problem solving	This is clearly evident in second language learning as the learner is continually faced with sets of events that are truly problems to be solved-problems every bit as difficult as algebra problems of other “intellectual” problems. Solutions to the problems involve the creative interaction of all eight types of learning as the learner sifts and weighs previous information and knowledge.

[지영]

감사합니다!