문화교육이 영어교육에 미치는 영향
The Impact of Cultural Education on English Education
- 주제(키워드) 도움말 문화교육 , 영어교육
- 발행기관 강릉원주대학교 교육대학원
- 지도교수 도움말 구자혁 교수님
- 심사위원 최은영, 안필규, 구자혁 교수님
- 사용가능일 20190201
- 발행년도 2018
- 학위수여년월 2019. 2
- 학위명 석사
- 학과 및 전공 도움말 교육대학원 영어교육
- 실제URI http://www.dcollection.net/handler/kangnung/000000010322
- UCI I804:42001-000000010322
- 본문언어 한국어
초록/요약 도움말
This thesis displays how effective English teaching can be with the understanding of the target language and therefore can be utilized in classrooms. The case study was conducted at a high school in Wonju, Gangwon, South Korea. I taught the Experimental Group (EG) ‘cultural education, whereas I did a general lesson to the Controlled Group (CG). For the EG, I utilized a presentation, culture assimilators, culture capsules, audio & visual materials, etc. To evaluate the two groups, I compared their evaluation forms after class. The forms are composed of 18 questions including verbal & non-verbal and life pattern questions. As a result of the evaluation, the EG had 61.2(SD=11.35280) in average and the CG had 71.8(12.43631) in average respectively (p <.05). However, some students of the CG had more answers than the counterparts. It appears that the students of the CG in general had more wrong answers due to the fact that they were confused of telling the difference between Korean culture and the target culture. Therefore, it is required that teachers constantly teach their students the cultural backgrounds of the target language. By doing so, it is expected that it affects the learners in a positive way when studying English. It seems that English is still an unfamiliar language to us, even though we have studied it since the third grade in elementary school. The reason we are having difficulty in communicating with English native speakers is that we do not fully understand their cultures and even worse, our English education has failed to focus on conversational skills. It is expected for the English teachers to realize that understanding the culture of the target language should be primarily activated, instead of squeezing English words and idioms written on paper into students’ heads.
more초록/요약 도움말
This thesis displays how effective English teaching can be with the understanding of the target language and therefore can be utilized in classrooms. The case study was conducted at a high school in Wonju, Gangwon, South Korea. I taught the Experimental Group (EG) ‘cultural education, whereas I did a general lesson to the Controlled Group (CG). For the EG, I utilized a presentation, culture assimilators, culture capsules, audio & visual materials, etc. To evaluate the two groups, I compared their evaluation forms after class. The forms are composed of 18 questions including verbal & non-verbal and life pattern questions. As a result of the evaluation, the EG had 61.2(SD=11.35280) in average and the CG had 71.8(12.43631) in average respectively (p <.05). However, some students of the CG had more answers than the counterparts. It appears that the students of the CG in general had more wrong answers due to the fact that they were confused of telling the difference between Korean culture and the target culture. Therefore, it is required that teachers constantly teach their students the cultural backgrounds of the target language. By doing so, it is expected that it affects the learners in a positive way when studying English. It seems that English is still an unfamiliar language to us, even though we have studied it since the third grade in elementary school. The reason we are having difficulty in communicating with English native speakers is that we do not fully understand their cultures and even worse, our English education has failed to focus on conversational skills. It is expected for the English teachers to realize that understanding the culture of the target language should be primarily activated, instead of squeezing English words and idioms written on paper into students’ heads.
more목차 도움말
Ⅰ. 서론 1
1.1 연구의 목적 1
1.2 연구내용 3
1.3 연구의 한계점 4
Ⅱ. 이론적 배경 5
2.1 목표문화의 정의 5
2.2 목표문화와 목표언어와의 관계 8
2.3 목표언어에 대한 목표문화교육의 필요성 9
2.4 교과서에 나타난 문화교육 11
Ⅲ. 영어교육에서의 문화교육 21
3.1 문화교육의 목적 21
3.2 문화이해를 위한 문화지도방법 22
3.3 문화이해 지도를 위한 교사의 역할 25
Ⅳ. 연구방법 28
4.1 연구대상 28
4.2 연구기간 및 순서 28
4.3 연구도구 29
4.4 수업평가지 31
4.4.1 생활 속의 언어표현 31
4.4.2 생활양식 및 비언어적 표현 31
4.5 실험수업 32
4.5.1 실험집단 문화교육 33
4.5.1.1 교사의 강의 33
4.5.1.2 문화 동화 35
4.5.1.3 문화 캡슐 37
4.5.1.4 그림, 사진, 실물을 이용하기, 비디오 시청 37
4.5.2 통제집단 수업 38
4.6 연구 분석 방법 40
4.6.1 생활 속의 언어표현 41
4.6.2 생활양식 및 비언어적 표현 45
Ⅴ. 결론 53
참고문헌 54
영문초록 56
부록 58
