Earticle

초록

영어

Communication occurs in contexts and those contexts cannot be separated from culture. We therefore claim that culture needs to be included in language teaching and learning and raise issues about the cultural content of the tools which play perhaps the most important role in how culture is presented in EFL contexts: textbooks. In addition to the target culture, we stress the importance of including the source culture of the learner and the international culture as well. In the first half of the study we create a list of criteria for the analysis of cultural content in English textbooks based on the literature on evaluation of the cultural content in textbooks. We then analyze selected textbooks using those six criteria developed in order to find out to what extent cultural content are integrated in college English textbooks and whether there is any difference in cultural content between native speaker and Korean ELT writers. Our results show that even though its importance has been well recognized and a number of cultural items are presented, in general it seems to be challenging for textbook writers to include balanced information about culture covering those six features in the limited pages of textbooks. Regarding the third research question, there was not much difference in cultural content between materials written by native speakers and those written by Korean ELT writers. The study proposes that textbook writers develop their own checklist to make more informed and appropriate cultural choices before the textbook is written.

목차

ABSTRACT
I. INTRODUCTION
II. REVIEW OF LITERATURE
1. Defining Culture in Language Teaching
2. Approaches to Teaching Culture in English Teaching
III. CRITERIA FOR ANALYSIS
IV. RESEARCH QUESTIONS
V. DISCUSSION

저자

• Young-Ju Han [ Youngsan University ]

참고문헌