中學校 1學年 英語敎科書의 文化內容 分析
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The 21th century can be noted not only as the global but also as the information age, in which communication with foreigners and the necessity to do so increase rapidly. In the center of this entire situation is English which has established itself as a universal language. Because language reflects its socio-cultural environment, we can't fully understand or properly use a foreign language without understanding its culture. The goal of foreign language education is to improve communicative competence, and therefore it should be accompanied with culture education. In the EFL context, however, Korean students don't have enough opportunities to directly experience the English culture, prompting the need to offer some well-organized culture education in class. The goal of this study is to analyze how many cultural contents are reflected in English textbooks and to examine their appropriateness. In order to achieve this goal, I first review the literature dealing with the objectives of culture education and cultural contents, as well as official documents specifying the 7th revised version of the curriculum. Then I go on to survey fifteen English textbooks for first graders in middle school that are currently used. I carefully examine the whole chapters of these textbooks, focusing on the cultural contents. I analyze the results of the survey, by dividing them into three categories: 'culture patterns', 'related language skills', and 'target countries.' I present the results of the study in the following way. First, as for the cultural patterns, I find that the pages dealing with 'behavioral culture' are twice as much as those dealing with material and spiritual culture. This result, according to many theories of learning, can be considered useful for learners like middle school students. As for the diversity, however, I find that most textbooks fail to provide enough material for a proper culture education. Second, as for the culture patterns, I find that the cultural contents in the textbooks are organized in the order of (1) speaking, (2) listening, (3) reading, (4) writing, and (5) cultural skill sections. I find that this order, which reflects the view that put more weight on spoken language than the written one, is especially useful for the first graders in middle school who have been accustomed to spoken language-oriented education. Since it is impossible to separate language skills from culture, I suggest that the aspects of target culture should be incorporated in various forms into the learning situations. Third, as for the issue of target countries, I find that the contents about English-American culture are insufficient. Since Korean students in EFL contexts cannot have enough opportunities to have close contacts with English culture, I suggest that English textbooks should play an essential role, providing the student with various cultural information about various English speaking countries. Some of the proposals that I come up with the research can be summarized as follows: first, given that the wide variety of culture makes it difficult to have them all reflected in the textbooks, I suggest that the educational authorities should establish some clear guidelines for putting cultural contents in the curriculum. I also suggest that compiling some essential contents into a culture-oriented textbook would be an efficient way to present target cultures; second, I suggest that teachers should not only have positive attitudes toward culture education, but also be equipped with the useful teaching methods. This way, teachers will be able to provide the students with various levels of cultural contents that are selected and developed for the varying needs of the students.