초등 3학년 영어교과서 문화 분석 및 체험중심 문화지도 방안 제언
An Analysis of the Cultural Contents in the 3rd Grade Elementary School English Textbooks and the Suggestions for an Experience-based Culture Instruction
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초록
The purpose of this study was to analyze the cultural contents of the 14 third-grade English textbooks in terms of cultural topics, types, backgrounds and teaching and learning methods. It also aimed to propose an effective culture instruction model based on the survey results of 50 elementary school teachers’ needs for better culture teaching. The results of the analysis on the cultural contents showed that the most frequent topic was linguistic and cultural differences between Korea and other countries. Among cultural types adopted in the textbooks, behavioral culture was dealt with most frequently followed by material and spiritual culture. In the analysis of cultural background, the contrast between Korean culture and other countries’ cultures was studied the most followed by English culture, non-English cultures, and Korean culture. In term of culture teaching and learning methods, teacher explanations were found to be the main instruction method. There was not enough student participation. The survey results indicated insufficient time allocated to the teaching of culture and the lack of experience-based learning materials. Based on the culture analysis and survey results, a culture instruction model which emphasizes students’ hands-on experiences was proposed.
Abstract
The purpose of this study was to analyze the cultural contents of the 14 third-grade English textbooks in terms of cultural topics, types, backgrounds and teaching and learning methods. It also aimed to propose an effective culture instruction model based on the survey results of 50 elementary school teachers’ needs for better culture teaching. The results of the analysis on the cultural contents showed that the most frequent topic was linguistic and cultural differences between Korea and other countries. Among cultural types adopted in the textbooks, behavioral culture was dealt with most frequently followed by material and spiritual culture. In the analysis of cultural background, the contrast between Korean culture and other countries’ cultures was studied the most followed by English culture, non-English cultures, and Korean culture. In term of culture teaching and learning methods, teacher explanations were found to be the main instruction method. There was not enough student participation. The survey results indicated insufficient time allocated to the teaching of culture and the lack of experience-based learning materials. Based on the culture analysis and survey results, a culture instruction model which emphasizes students’ hands-on experiences was proposed.
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