중학교 3학년 영어교과서의 문화내용 분석 및 지도 방법 연구

Abstract

Many scholars and linguists have emphasized cultural awareness and teaching culture for communicative competence in language learning since the study of foreign language learning started. But there is no best way or technique for teaching culture that everybody agrees on, so still disagreement continues over what the most effective methods are. The aim of this study is to identify some effective actual culture teaching methods or techniques through analyzing the cultural contents and materials of the third grade middle school English textbooks now in use and demonstrate examples of them The procedure for this is as follows. First, cultural contents and subjects in 13 English textbooks currently available for the third grade of middle school are analyzed. Each unit in each textbook is classified by Tinsley's three cultural stages and then are divided into subordinate cultural subjects. Second, the percentages of each cultural stage are estimated and actual contents in units are described. Stage C has the largest portion of cultural contents at 35.03%, followed by stage A at 34.39% and B at 30.57%. This means the cultural contents of textbooks is becoming balanced. Third, to improve communicative competence, we must teach the cultural contents in the target language considering the four language skills - listening, speaking, reading and writing. Based on the above, actual techniques and examples to be used for cultural teaching in English classrooms are suggested. Authentic materials and activities will help the students to have intrinsic motivation for further study. Last, I suggest some refinement and supplementation of the cultural contents and materials in the textbooks.