문화 간 의사소통능력 기반 초등영어 문화 수업 모형 개발 (Developing a culture instruction model in elementary school English based on intercultural communicative competence)

서지정보

· 발행기관 : 한국초등영어교육학회
· 수록지 정보 : 초등영어교육 / 19권 / 2호 / 219 ~ 239페이지
· 저자명 : 정다운

초록

The purpose of this study is to develop an instruction model for teaching English in elementary school based on intercultural communicative competence and to examine how the model works in the classroom. The model is modified from Moran(2001)’s culture teaching model in which the subcomponents of Byram(1997)’s intercultural communicative competence can be learned in its four phases; knowing-how, knowing-what, knowing-why and knowing-oneself. Also,the model has reflected the analysis of the textbooks, teachers’ guides and needs analyses of teachers. In the knowing-how phase, students see some products from the target culture and act out behaviors of the target culture. In the knowing-what phase, students are explained the target culture verbally. The third phase, knowing-why, is the most important because there should be an active interaction between the students during their research. In the knowing-oneself phase, students internalize what they have learned and adapt it to similar situations. The evaluation of the model’s adaptability shows that the experimental group’s result is higher in statistical significance than the control group’s in the knowledge and know-how sections. In order to improve the model there should be flexibility in merging the phases, an appropriate way of presenting materials,interdisciplinary lessons and follow-up activities at home.

영어초록

The purpose of this study is to develop an instruction model for teaching English in elementary school based on intercultural communicative competence and to examine how the model works in the classroom. The model is modified from Moran(2001)’s culture teaching model in which the subcomponents of Byram(1997)’s intercultural communicative competence can be learned in its four phases; knowing-how, knowing-what, knowing-why and knowing-oneself. Also,the model has reflected the analysis of the textbooks, teachers’ guides and needs analyses of teachers. In the knowing-how phase, students see some products from the target culture and act out behaviors of the target culture. In the knowing-what phase, students are explained the target culture verbally. The third phase, knowing-why, is the most important because there should be an active interaction between the students during their research. In the knowing-oneself phase, students internalize what they have learned and adapt it to similar situations. The evaluation of the model’s adaptability shows that the experimental group’s result is higher in statistical significance than the control group’s in the knowledge and know-how sections. In order to improve the model there should be flexibility in merging the phases, an appropriate way of presenting materials,interdisciplinary lessons and follow-up activities at home.

참고자료

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