영어 의사소통 능력 향상을 위한 효율적인 문화교육 방안
(An) Effective Culture Education for the Improvement of Communicative Competence in English
영어교육 의사소통 문화교육;
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The purpose of this thesis is to consider some theoretical backgrounds in language teaching, cross-cultural understanding and to develop communicative competence through effective methods of cultural teaching. Developing communicative competence is the most important factor in language teaching these days. It is not easy to master a language completely, especially a second language. It requires appropriate expressions suitable to the situation through understanding of socio-cultural backgrounds that the language uses as well as the functional ability which includes speaking, listening, reading, and writing. Language can be said to be a cultural heritage that represents a group's unique pattern of thought, value, belief, and life style as well as a tool for communication. Accordingly, learning a foreign language is meant to experience a cultural circumstance in which the language is used. By participating in the experience, learners can cultivate an insight on the mode of a people's speaking, thinking, and behaviors. Therefore, language must be studied and taught within the socio-cultural backgrounds that the language is used. Specially, in the EFL classroon, we Koreans have little chance to connect with a foreign cultural environment which is, in part, due to lack of cultural understanding of the language and peoples. To overcome these problems, we need to compare differences between foreign cultures and ours and to encourage students to cultivate communicative competence through the systematic study of differences. Therefore, Chapter 1 presents the necessity and purpose of this study. Chapter 2 deals with the theoretical background of culture for foreign language teaching: the concept of a culture, language and culture, and the need of culture education. Chapter 3 examines socio-cultural variables which affect English teaching in the areas of cultural stereotypes, social distance, acculturation and culture shock. Chapter 4 describes cultural differences between Korea and the U.S.A, and examines the aspects that are reflected in real life, viewing from the point of view of structure of consciousness, daily life, and non-verbal expressions. Then the various teaching methods for culture teaching are introduced. In conclusion, the thesis suggests that we should seek various ways to get rid of communicative obstacles which arise from cultural misunderstanding and try to lay the foundation for participation in globalization.