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중학교 3학년 영어교과서의 문화내용 분석 및 지도 방법 연구

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Author(s)
손여혜
Issued Date
2006
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.
Alternative Title
A Study on the Analyses of Cultural Contents of the Third Grade Middle School English Textbooks and Their Teaching Techniques
Alternative Author(s)
Son, Yeo-Hye
Affiliation
조선대학교 교육대학원
Department
교육대학원 영어교육
Advisor
김귀석
Awarded Date
2006. 2
Table Of Contents
Abstract = ⅳ
I. 서론 = 1
1. 연구의 필요성 및 목적 = 1
2. 연구구성 = 2
3. 연구의 제한점 = 3
II. 이론적 배경 = 4
1. 문화의 개념 = 4
2. 문화지도의 의의 = 5
3. 의사소통에 어려움을 야기하는 문화요소 = 7
1) 인사법 = 7
2) 대화예절 = 7
3) 식사예절 = 8
4) 축제 = 8
5) 결혼문화 = 10
6) 미신 = 10
7) 비언어적 의사소통 = 11
III. 중학교 3학년 교과서에 제시된 문화내용 분석 = 14
1. 문화소재 분류기준 = 14
2. 교과서 분류 = 15
3. 교과서별 문화단계에 따른 소재 반영 비율 = 16
1) 문화단계A 소재 분류 = 16
2) 문화단계B 소재 분류 = 17
3) 문화단계C 소재 분류 = 18
4. 교과서 문화소재 분석의 결과 = 19
1) 문화단계A = 19
2) 문화단계B = 21
3) 문화단계C = 23
Ⅳ. 문화지도의 실례 = 25
1. Storytelling = 25
2. Culture Asides = 28
3. Culture Capsule = 29
4. Cultural Assimilator = 32
5. Role Play = 33
6. Game = 35
7. Discussion = 37
8. Bulletin Board = 37
9. Key-pal Project = 38
Ⅴ. 결론 = 39
참고문헌 = 41
부록 = 43
Degree
Master
Publisher
조선대학교 교육대학원
Citation
손여혜. (2006). 중학교 3학년 영어교과서의 문화내용 분석 및 지도 방법 연구
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/4500
http://chosun.dcollection.net/common/orgView/200000233183
Appears in Collections:
Education > Theses(Master)(교육대학원)
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