초등 5, 6학년 영어 교과서 문화내용 분석 및 문화지도 방안

Abstract

The purpose of this study is first to analyze the cultural content of fifth and sixth graders' English textbooks written according to the 7th revised National Curriculum in elementary school and then to examine whether or not the target culture is taught according to students' preferences. Furthermore, the study hopes to provide implications into the pursuit of effective cultural education in the 7th revised National Curriculum. In order to do this, one of the 5 kinds of government-authorized English textbooks was chosen and the cultural contents of the English textbook were analyzed by two criteria: what kind of cultural information or topics are adopted for education and what kind of cultural backgrounds are utilized in the textbook. The cultural contents of the textbook were analyzed by four different topics related to culture, among the 19 topics suggested in the 7th revised National Curriculum, and by 3 cultural backgrounds which are ENL (English as a Native Language), ESL (English as a Second Language) and EFL (English as a Foreign Language). The findings from this study are as follows: First, the topics for understanding other cultures was mostly introduced in the culture corner. In addition, the topics to introduce Korean culture are mostly concentrated in the cultural content of the textbook illustrations and the e-book video clips of the English textbook. Second, with regard to the cultural background, most of the cultural contents of English textbooks of the 7th National Curriculum were focused on the ENL culture. However, it seems that the EFL cultures were getting high position in the 7th revised National Curriculum. The ESL culture is still not much introduced compared to that of ENL and EFL. Third, the survey which was conducted to examine the students' cultural education has shown that the cultural knowledge that is relevant to deeper understanding of the language should be taught more rigorously. In conclusion, the contents shown in the textbooks should be balanced in terms of cultural topics and the detailed information it provides. In the emerging the culture corner, the textbook of the 7th revised National Curriculum contained a variety of topics for understanding other cultures. However, it seems to be necessary to introduce detailed information in order to reflect on different kinds of communicative ways and specific comparisons need to be made between American or British cultures and Korean culture. Second, teachers may utilize the cultural contents shown in the textbook illustrations and the e-book video clips when there is a need. While giving each lesson, in case students need to learn the culture which is related to the learning unit, it will be more effective. Third, teachers should provide a variety of cultural stimuli to students and let them build extensive knowledge on other cultures and develop the understanding and acceptance of them.