LCI 문화프로그램이 중학생의 영어 학업성취도와 문화간 감수성에 미치는 효과
Effects of the LCI culture program on middle school students’ English academic achievement tests and Intercultural Sensitivity
0
조회
0
다운로드
7
인용
0
참고문헌
키워드
초록
The purpose of this paper is to find the effectiveness of the culture program titled the language-culture integration (LCI). LCI is based on the theme-based model from Content-Based Instruction (CBI), used to teach culture to middle school students. This research was conducted in a middle school located on the outskirts of Daejeon metropolitan city. The total number of participants was 72 and students’ English proficiency was low-intermediate according to the score of the national diagnostic test. The Intercultural Sensitivity Scale (ISS) was employed for the pretest and posttest to measure the change in the participants' cultural sensitivities. In addition, to measure the improvement of English ability, two national academic achievement tests were used for the pretest and posttest. Results showed that there was a significant increase of ISS and improvement of English academic achievement test scores. Additionally, the questionnaire and interviews showed that students felt more comfortable when interacting with native speakers after the LCI class. Findings also suggested that LCI was helpful for improving students' English proficiency and helping students to be more open-minded towards other cultures. Moreover, students were highly motivated not only to learn American culture but also to learn English through the LCI class.
Abstract
The purpose of this paper is to find the effectiveness of the culture program titled the language-culture integration (LCI). LCI is based on the theme-based model from Content-Based Instruction (CBI), used to teach culture to middle school students. This research was conducted in a middle school located on the outskirts of Daejeon metropolitan city. The total number of participants was 72 and students’ English proficiency was low-intermediate according to the score of the national diagnostic test. The Intercultural Sensitivity Scale (ISS) was employed for the pretest and posttest to measure the change in the participants' cultural sensitivities. In addition, to measure the improvement of English ability, two national academic achievement tests were used for the pretest and posttest. Results showed that there was a significant increase of ISS and improvement of English academic achievement test scores. Additionally, the questionnaire and interviews showed that students felt more comfortable when interacting with native speakers after the LCI class. Findings also suggested that LCI was helpful for improving students' English proficiency and helping students to be more open-minded towards other cultures. Moreover, students were highly motivated not only to learn American culture but also to learn English through the LCI class.
참고문헌 (31)
- 강용구, "영어 학습 능력 향상을 위한 문화지도", 영어어문교육, 9(3), pp.71~90 (2004), 한국영어어문교육학회
- 교육과학기술부, "중학교 교육과정 해설 (V)" (2007), 교육과학기술부
- "교육과학기술부", 2011
- 김성곤, "Middle school English 3" (2011), 두산동아
- 박아영, "그리스·로마 신화를 이용한 고등학교 영·미 문화교재 개발 연구", 석사, pp.2009
- 박은희, "한국 고등학교 학생들의 영미문화 이해에 관한 연구", 석사, pp.2006
- 방은정, "미국 문화에 대한 태도와 이해도가 영어 능력 향상에 미치는 영향 : 대학수학능력시험 외국어영역 점수를 중심으로", 석사, pp.2006
- 이담, "영미 문화에 대한 태도 및 이해도와 영어 능력 성취도의 상관관계", 석사, 영어교육, pp.2008
- 이도수, "문화간 의사소통 능력을 위한 영어교육", The British & English Language and Literature, 20(2), pp.119~143 (2004)
- 이효웅, "영어 학습 태도와 능력간의 상관관계", 영어교육, 55(4), pp.389~409 (2000)
- 정호진, "영어학습과 문화 이해의 상관관계", 석사, pp.2006
- Anstey, M, "The literacy labyrinth" (1966), Prentice Hall
- Bennet, M. J, "A developmental approach to training for intercultural sensitivity", International Journal of Intercultural Relations, 10(2), pp.179~196 (1986)
- Celce-Murcia, M, "Teaching English as a second or foreign language (3rd ed.)" (2001), Heinle & Heinle
- Chen, G. M, "A review of the concept of intercultural sensitivity", Human Communication, 1, pp.1~16 (1997)
- Chen, G. M, "The development and validation of the intercultural communication sensitivity scale", Human Communication, 3, pp.1~15 (2000)
- Damen, L, "Culture learning: The fifth dimension in the language classroom" (1987), Addison-Wesley
- Fritz, W, "Measuring intercultural sensitivity in different cultural contexts", Intercultural Communication Studies, 11(2), pp.165~176 (2002)
- Garner, R, "Metacognition and reading comprehension" (1988), Ablex
- Hammer, M. R, "The intercultural development inventory (IDI) manual" (1998), Intercultural Communication Institute
- Hansen, M. E, "Attitude, motivation and achievement in English as a second language: A psycholinguistic study", 박사, pp.1981
- Hendon, U. S, "Introducing culture in the high school foreign language class", Foreign Language Annals, 13(3), pp.192~193 (1980)
- Hirsch, E. D, "Cultural literacy: What every American needs to know" (1987), Houghton Mifflin
- Kim, K-J, "Examining the affective domain in college students' learning English as a foreign language in Korea: Relationships among academic motivation, intercultural sensitivity, and English achievement", 박사, pp.2003
- Kolb, A, "Experimental Learning: Experience as the source of learning and development" (1984), Heinemann
- Lado, R, "Language teaching: A scientific approach" (1964), McGraw-Hill
- Oller, W, "Attitudes and attained proficiency in ESL: A sociolinguistic study of Mexican Americans", TESOL Quarterly, 11, pp.173~183 (1977)
- Rivers, W. M, "Teaching foreign language skills (2nd ed.)" (1981), The University of Chicago Press
- Sapir, E, "Language" (1921), Harcourt Brace
- Seelye, H., N, "Teaching culture: Strategies for intercultural communication (3rd ed.)" (1994), National Textbook
- Tyler, E. B, "Primitive culture" (1871), Murray