프랑스 지역학 강의에서 ‘교육과 연구를 위한 프랑스어(FE)’ 교육모델 적용 사례연구

초록

Objectives This study aims to apply the French for Education and Research(FE) educational model, a methodology within French for Specific Purposes(FOS) Education, to a French Area Studies course. By doing so, it seeks to pro pose ways for French education in Korean universities to transition from a focus on daily conversation to a more professional and practical approach. Methods This case study designed and implemented a staged learning approach based on the FE educational model for the “France and the European Union” course during the second semester of 2023, targeting French lan guage and literature majors at K University. The research participants consisted of 12 third and fourth-year stu dents with French language proficiency at the A2 level according to the Common European Framework of Reference for Languages (CECRL). The study applied a progressive learning process that incorporated document reading based on group discussions, summarizing in both Korean and French, and individual presentations in French. Research data was collected through pre-semester surveys, teaching materials, student assignments, and end-of-semester individual interviews, and was evaluated through qualitative content analysis using triangu lation to assess student achievement and the effectiveness of teaching and learning methods. Results The research results identified the following major achievements and limitations. First, the stage-based learning enhanced students' understanding of the European Union, and group discussions and presentations proved effective for knowledge acquisition and concept clarification. Second, acquisition of specialized terminol ogy and reading comprehension improved, with even A2-level learners effectively acquiring and utilizing current affairs and academic vocabulary through repeated learning. Third, limitations emerged in language production skills such as speaking and writing. While students could produce a certain level of French utterances in group ac tivities, they showed high dependence on automatic translation tools in individual activities and struggled with oral expressions and logical writing. Fourth, although critical thinking skills improved, students were limited in linguis tically articulating the depth of their thinking due to insufficient French expression abilities. Conclusions Based on the application of the FE education model, this study suggests: first, the systematic in troduction of the FOS education model into French area studies courses at universities; second, the development of teaching and learning methods to strengthen learners' language production abilities; and third, the development of educational materials considering learners' levels and interests (including the use of artificial intelligence tech nology). Although there are limitations in generalizing this case study, the derived teaching and learning strategies provide meaningful implications for the practical and professional development of French language education in Korean universities.

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