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      문화가 EFL교육에 미치는 영향 = Effects of culture on EFL education

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      https://www.riss.kr/link?id=A105785151

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      다국어 초록 (Multilingual Abstract)

      English classes in Korea have concentrated on grammar and translation from English into Korean not as a medium of communication but as a means of social success. Korean students have tended to develop better command of grammar and reading than that of communicative skills in English. The students' reticence should be personal traits peculiar to Korea. The knowledge of cultural backgrounds is an important part of communication since culture is inseparable from language. Therefore, this article describes the importance of cultures in the EFL classroom. Native teachers will entice the quiet classroom into a live one and improve students' communicative competence, but they often continue to remain monolingual and monocultural. Thus, team-teaching by a native teacher and a Korean teacher is regarded as an effective means of providing students with opportunities to improve their communicative competence as well as to understand English culture. Team-teaching can encourage teachers and students to interact with one anther and resolve the difficulties that students will face owing to different cultural backgrounds of the interlocutors. Two teachers can contribute greatly to students' communicative competence, since they complement each other. All in all, it seems that teachers should have a good understanding of both the mother and target cultures to succeed in EFL education. EFL education should be a cultural one.
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      English classes in Korea have concentrated on grammar and translation from English into Korean not as a medium of communication but as a means of social success. Korean students have tended to develop better command of grammar and reading than that of...

      English classes in Korea have concentrated on grammar and translation from English into Korean not as a medium of communication but as a means of social success. Korean students have tended to develop better command of grammar and reading than that of communicative skills in English. The students' reticence should be personal traits peculiar to Korea. The knowledge of cultural backgrounds is an important part of communication since culture is inseparable from language. Therefore, this article describes the importance of cultures in the EFL classroom. Native teachers will entice the quiet classroom into a live one and improve students' communicative competence, but they often continue to remain monolingual and monocultural. Thus, team-teaching by a native teacher and a Korean teacher is regarded as an effective means of providing students with opportunities to improve their communicative competence as well as to understand English culture. Team-teaching can encourage teachers and students to interact with one anther and resolve the difficulties that students will face owing to different cultural backgrounds of the interlocutors. Two teachers can contribute greatly to students' communicative competence, since they complement each other. All in all, it seems that teachers should have a good understanding of both the mother and target cultures to succeed in EFL education. EFL education should be a cultural one.

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      목차 (Table of Contents)

      • Abstract
      • Ⅰ. 서론
      • Ⅱ. 다른 문화간 이해의 필요성
      • Ⅲ. EFL 교육에서 학생과 교사 사이의 상호작용의 중요성
      • Ⅳ. 결론
      • Abstract
      • Ⅰ. 서론
      • Ⅱ. 다른 문화간 이해의 필요성
      • Ⅲ. EFL 교육에서 학생과 교사 사이의 상호작용의 중요성
      • Ⅳ. 결론
      • 참고문헌
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      참고문헌 (Reference)

      1 "the interpretation of discourse" 11-17, 1990

      2 Hwang, "and Taiwanese students' passiveness in oral interaction in English in the intermediate ESL spoken classroom The State University of New York at Buffalo" Unpublished doctoral dissertation 1993

      3 Wenying, J, "The relationship between culture and language" 54 : 328-334, 2000

      4 Jiang W, "The relationship between culture and language" 54 : 328-334, 2000

      5 "The question of Culture EFL teaching in non-English-speaking countries" 14-20, 1984

      6 Preston, "The ethnography of TESOL" 105-16, 1981

      7 "Target-language culture in EFL materials" 136-143, 1993

      8 Tanabe,Y, "School English" Chikuma Shobo 1990

      9 Finocchiaro, "Reflection on the past" 1982

      10 Brumfit,C.J, "Problems and principles in English teaching" Pergamon Press 1980

      1 "the interpretation of discourse" 11-17, 1990

      2 Hwang, "and Taiwanese students' passiveness in oral interaction in English in the intermediate ESL spoken classroom The State University of New York at Buffalo" Unpublished doctoral dissertation 1993

      3 Wenying, J, "The relationship between culture and language" 54 : 328-334, 2000

      4 Jiang W, "The relationship between culture and language" 54 : 328-334, 2000

      5 "The question of Culture EFL teaching in non-English-speaking countries" 14-20, 1984

      6 Preston, "The ethnography of TESOL" 105-16, 1981

      7 "Target-language culture in EFL materials" 136-143, 1993

      8 Tanabe,Y, "School English" Chikuma Shobo 1990

      9 Finocchiaro, "Reflection on the past" 1982

      10 Brumfit,C.J, "Problems and principles in English teaching" Pergamon Press 1980

      11 Brown, "Principles of language learning and teaching" Prentice Hall Regents 1994

      12 "Native or non-native" 340-349, 1992

      13 Tajino, A, "Native and non-native: What can they offer?" 54 : 3-11, 2000

      14 Kim, "Learner beliefs about language learning, motivation and their relationship: A study of EFL learners in Korea" 2000

      15 Choe, Y. P, "Is a culture-free TEFL valid" 42 (42): 959-976, 1996

      16 "Design decisions on the cultural content of a secondary English course for Morocco" 3-10, 1990

      17 Choe, Y. P, "Culture as a background knowledge in TEFL" 50 (50): 141-156, 1995

      18 "Cross-cultural factors in language learning" 39-50, 1992

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      학술지 이력

      학술지 이력
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      2021-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2018-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2015-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2011-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2008-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      2007-01-01 평가 등재후보 1차 PASS (등재후보1차) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.81 0.81 0.72
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      0.77 0.73 0.651 0.29
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