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[2025Çг⵵] 1-2¿ù APPLE ¿ø¼­°­µ¶ (¿µ¾î/±Ç¿µÁÖ)

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    • [2025Çг⵵] 1-2¿ù APPLE ¿ø¼­°­µ¶ (¿µ¾î/±Ç¿µÁÖ)
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* ¼ö°­·á ¹ÝȯÀº ¡¸ÇпøÀÇ ¼³¸³ ¡¤ ¿î¿µ ¹× °ú¿Ü ±³½À¿¡ °üÇÑ ¹ý·ü ½ÃÇà·É¡¹¿¡¼­ Á¤ÇÑ ±ÔÁ¤¿¡ ÁØÇÕ´Ï´Ù.
  • Á¦ 1°­ [1ÁÖÂ÷] O.T [¼ö¾÷ÀÏ:01/04]    38ºÐ
  • Á¦ 2°­ [1ÁÖÂ÷] Chapter 4. Syllabus and Curriculum Design for L2 Teaching [¼ö¾÷ÀÏ:01/04] 51ºÐ
  • Á¦ 3°­ [1ÁÖÂ÷] 5. Curriculum planning [¼ö¾÷ÀÏ:01/04] 59ºÐ
  • Á¦ 4°­ [2ÁÖÂ÷] 09. Fluency-oriented L2 Teaching [¼ö¾÷ÀÏ : 01/11] 37ºÐ
  • Á¦ 5°­ [2ÁÖÂ÷] 2. Conceptual Underpinnings [¼ö¾÷ÀÏ : 01/11] 64ºÐ
  • Á¦ 6°­ [2ÁÖÂ÷] 3. Classroom Applications [¼ö¾÷ÀÏ : 01/11] 49ºÐ
  • Á¦ 7°­ [3ÁÖÂ÷] Chapter 13. Teaching Reading for Academic Purposes [¼ö¾÷ÀÏ : 01/18] 50ºÐ
  • Á¦ 8°­ [3ÁÖÂ÷] CLASSROOM APPLICATIONS [¼ö¾÷ÀÏ : 01/18] 39ºÐ
  • Á¦ 9°­ [3ÁÖÂ÷] 5. Develop the strategic reader and promote strategic reading [¼ö¾÷ÀÏ : 01/18] 56ºÐ
  • Á¦ 10°­ [4ÁÖÂ÷] Chapter 15. Considerations for Teaching Second Language Writing [¼ö¾÷ÀÏ:01/25] 42ºÐ
  • Á¦ 11°­ [4ÁÖÂ÷] WHAT IS SECOND LANGUAGE WRITING? [¼ö¾÷ÀÏ:01/25] 53ºÐ
  • Á¦ 12°­ [4ÁÖÂ÷] CLASSROOM APPLICATIONS [¼ö¾÷ÀÏ:01/25]

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  • Á¦ 13°­ [5ÁÖÂ÷] EXPERIENCE [¼ö¾÷ÀÏ : 02/01] 45ºÐ
  • Á¦ 14°­ [5ÁÖÂ÷] CONCEPTUAL UNDERPINNINGS [¼ö¾÷ÀÏ : 02/01] 44ºÐ
  • Á¦ 15°­ [5ÁÖÂ÷] CLASSROOM APPLICATIONS [¼ö¾÷ÀÏ : 02/01] 54ºÐ
  • Á¦ 16°­ [6ÁÖÂ÷] Chapter 21. Assessment in Second Language Classrooms [¼ö¾÷ÀÏ:02/15] 39ºÐ
  • Á¦ 17°­ [6ÁÖÂ÷] CONCEPTUAL UNDERPINNINGS [¼ö¾÷ÀÏ:02/15] 54ºÐ
  • Á¦ 18°­ [6ÁÖÂ÷] CLASSROOM APPLICATIONS [¼ö¾÷ÀÏ:02/15] 59ºÐ
  • Á¦ 19°­ [7ÁÖÂ÷] Chapter 29. Task-Based Teaching and Learning [¼ö¾÷ÀÏ:02/22] 44ºÐ
  • Á¦ 20°­ [7ÁÖÂ÷] Experience (p.455) [¼ö¾÷ÀÏ:02/22] 45ºÐ
  • Á¦ 21°­ [7ÁÖÂ÷] Learners own experiences as a point of departure [¼ö¾÷ÀÏ:02/22] 54ºÐ
  • Á¦ 22°­ [8ÁÖÂ÷] 34. Language Learning Strategies and Styles [¼ö¾÷ÀÏ : 02/29] 39ºÐ
  • Á¦ 23°­ [8ÁÖÂ÷] 2. Conceptual Underpinnings [¼ö¾÷ÀÏ : 02/29] 51ºÐ
  • Á¦ 24°­ [8ÁÖÂ÷] (5) How does information processing relate to SFL learning? [¼ö¾÷ÀÏ : 02/29] ¡ÚÁ¾°­¡Ú 42ºÐ

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