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(A) Study on An Analysis of Cultural Contents of Elementary School English Education

  • 저자

    박미경

  • 학위수여기관

    경북대학교 대학원

  • 학위구분

    국내석사

  • 학과

    영어영문학과 영어학전공

  • 지도교수

  • 발행년도

    2004

  • 총페이지

    i, 101p.

  • 키워드

    초등영어 외국어교육 문화지도;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T10045626&outLink=K  

  • 초록

    The purpose of this thesis is to study and analysis the cultural contents of elementary school English education and provide adequate cultural contents in detail for English teachers. To perform this study, the cultural contents of the third and fourth grade English textbooks, teacher's guide books and CD-Rom Titles were examined. Language and culture are not separable. It is impossible to teach a language without culture. It is necessary for language learners to understand the target culture as well as the target language for actual communication. Whenever teachers teach a foreign language, they should teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting. Also students should learn linguistic understanding and cultural understanding at the same time. Much research has been studied since elementary school started to teach English as a main subject of curriculum in 1997. The results of this research has proved that most elementary school teachers still focus on 4 linguistic skills- speaking, listening, reading and writing, but they tend to neglect cultural education when they teach English despite the students' high interest in the subject. This reason is due to the teacher's lack of knowledge about English speaking countries' cultures. In order to teach culture more effectively, the language teachers need an appropriate guide book that contains sufficient cultural information. The teacher's guide book is very important material in order for teachers to design their lesson plans. However, the currently used book has proved to be unsatisfactory and inefficient to refer to because it does not include adequate and various cultural contents. Moreover, it is not systematically well-organized. Because culture education is important in English education, teachers should try to teach cultural aspects with language at the same time to achieve successful class. Therefore, this study is intended to systematically provide teachers with new additional cultural contents that are related to linguistic expressions of elementary school English textbooks. Each grade textbook has 8 units, and each unit consists of 4 lessons. So this study offers a 64 cultural contents syllabus for the third and fourth grade English teacher's guide book. A lot of American culture information was collected from books, the Internet, and theses for this study. To obtain the children's opinion about their cultural experience, a survey was conducted with 54 elementary students who had been stayed in foreign countries(Australia and Canada) for more than 3 weeks. The teacher's duty in general is to make sure that his/her teaching is appropriate to his/her class, that the lesson is organized systematically, and that it is exciting. A teacher who uses appropriate and well-organized materials usually has little difficulty in generating enthusiasm in his/her class. In conclusion, we have to develop systematic and well-designed syllabus organization with adequate cultural contents for better improvement of Elementary school English education. If a language teacher spends at least 5 minutes culture teaching per lesson with a good lesson plan, students will be highly motivated in the classroom.


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