프랑스어 전공 여부에 따른 학습자의 문화교육 요구도와 활성화 방안
A Study on Needs for Cultural Education for France according to Majoring in French or not and the Revitalization of Cultural Education
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The purpose of this study was to examine the awareness of learners on French cultural education and their needs for that in consideration of whether they majored in the French language or not in an effort to provide information on learning the culture of the target language. The findings of the study were as follows: First, the learners investigated considered it necessary for colleges to provide cultural education, and the students who majored in French deemed it more necessary than the others who didn't. Second, the learners didn't think that learners of a particular language could have a smooth communication with native speakers without receiving cultural education, and this opinion was more supported by the students who majored in French than by the others who hadn't. Third, the learners thought that the preparation of sufficient audiovisual materials was most necessary for successful cultural education, and the students who didn't majored in French felt more need for a separate textbook about culture than those who did. Thus, there were differences among the learners in awareness of and needs for cultural education according as they majored in French or not. Therefore the characteristics of learners should be taken into account when cultural education is provided in French class.
Abstract
The purpose of this study was to examine the awareness of learners on French cultural education and their needs for that in consideration of whether they majored in the French language or not in an effort to provide information on learning the culture of the target language. The findings of the study were as follows: First, the learners investigated considered it necessary for colleges to provide cultural education, and the students who majored in French deemed it more necessary than the others who didn't. Second, the learners didn't think that learners of a particular language could have a smooth communication with native speakers without receiving cultural education, and this opinion was more supported by the students who majored in French than by the others who hadn't. Third, the learners thought that the preparation of sufficient audiovisual materials was most necessary for successful cultural education, and the students who didn't majored in French felt more need for a separate textbook about culture than those who did. Thus, there were differences among the learners in awareness of and needs for cultural education according as they majored in French or not. Therefore the characteristics of learners should be taken into account when cultural education is provided in French class.
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