Culture Teaching Research Articles

Cultural Literacy Teaching for College Students from Abroad through Writing Activities

외국어로서의 한국어를 배우는 학습자들에게 문화 리터러시 능력은 다른 사회 구성원들과의 올바른 상호작용을위해 반드시 갖춰야 할 능력 중에 하나이다. 이 논문에서는 외국인 학부생들의 문화 리터러시 교육 목적을 표면적문화 이해가 아닌 심층적 이해를 기반으로 한 문화 간 의사소통 능력의 향상에 두고, 이러한 목적을 달성하기 위한 교육 방안을 연구하였다. 이를 위해 문화 리터러시 수업 모형을 설계하고, 이를 바탕으로 한 실제 수업 사례를제시하였다. 문화 리터러시 수업 단계마다 문화 교육과 글쓰기 활동이 결합되어 있는 것이 이 수업 모형의 특징인데, 이는 글쓰기 활동을 통해 타문화를 접하며 점차 변화해 가는 학습자들의 인식을 가시적으로 점검해 볼 수 있기 때문이다. 실제 수업 사례를 분석해 보면, 수업 모형의 첫 단계에서는 대상 문화에 대한 자문화 중심의 해석이강했는데, 문화 리터러시 수업이 진행될수록 정확한 접근법을 기반으로 관련 문화에 대한 인식을 정교화 시켜 나가는 것을 확인할 수 있었다. 이와 같이 본 연구는 문화 리터러시 수업 모형을 마련하고, 실제 수업 사례를 제시함으로써 한국어 교육 현장에 적용이 가능하다는 점에서 의의가 있다.The cultural literacy for students who learn Korean as a foreign language is one of the essential abilities for proper interaction with other members of the society. This paper set an aim of cultural literacy teaching for college students from abroad as an improvement of inter-cultural communication ability based on in-depth appreciation beyond the superficial cultural understanding. Seeking for the teaching method, a model class for cultural literacy was designed, and an example class was suggested. The characteristics of the model class is the combination of cultural teaching and writing activity for each class and a gradual improvement of appreciation of students after being exposed to different cultures can be clearly monitored through writing activities. The real class example indicated the students tend to interpret the subject based on their own cultural experience, but as the class progressed, their appreciation was improved by a more accurate approach. The class example based on cultural literacy model enables this study to be applied in the classroom.

Austrian teachers’ understanding and teaching of historical culture: challenges for the implementation of curriculum reforms in Austria

In Austria, there have been repeated reforms of history curricula in recent years. In particular, these reforms have had the goal of implementing competence orientation. However, numerous research studies have shown that history teachers find it difficult to implement the new standards and that they only partially incorporate the central theoretical principles of the curricula into their teaching practice. In addition, the new specifications have not been fully incorporated into textbooks. This article focuses specifically on the inclusion of historical representations in the classroom, and on the opinions of history teachers in relation to this. Since Austrian curricula are committed to a critical approach towards historical culture, in addition to a source-based approach, the inclusion of historical representations is necessary in order to meet state requirements. However, based on 85 qualitative interviews with Austrian history teachers, it is evident that these teachers are only partially familiar with the theories of history didactics. Many history teachers are not informed about the technical terms used in the curricula, and when manifestations of historical culture are considered in history lessons, they are rarely critically examined.

Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices

It is inevitably believed that culture teaching is the pivotal feeling of integrating culture into the teaching of a language, including in the EFL setting. This study aims to explore the English teachers’ beliefs, attitudes, and the reflection of their beliefs and attitudes on the teaching syllabi. The sequential explanatory mix-methods design was applied in junior high schools in Ngawi. The data were obtained from 144 English teachers’ answers to a questionnaire and interviews with six teachers. Then, the data were analysed by using descriptive statistics, the independent sample T-test, and the Mann-Whitney test. The results indicated that the majority of junior high school English teachers believed in the importance of incorporating culture into their teaching of the language taught and students’ learning process. Moreover, both state and private junior high school English teachers showed similar beliefs and attitudes related to culture teaching. When they taught English, the culture associated with that language had also been taught so that the misconception of learning the language can be minimized. The result of teachers’ practices strongly indicates that the English teachers in Ngawi had implemented the teaching of culture and inserted various cultural elements in the process of their teaching and learning in the EFL classes.

Correlation Analysis between Cultural Differences and Normal Music Perception Based on Embedded Voice Multisensor

In order to effectively improve the sense of difference brought by the extracorporeal machine to users and minimize the related derived problems, the implementation based on embedded multisensor has become a major breakthrough in the research of cochlear implant. To explore the impact of different cultural differences on timbre perception, effectively evaluate the correlation between cultural differences and music perception teaching based on embedded multisensor normal hearing, evaluate the discrimination ability of embedded multisensor normal hearing to music timbre, and analyse the correlation between cultural differences and timbre perception, it provides a basis for the evaluation of music perception of normal hearing people with embedded multisensor and the design and development of evaluation tool. In this paper, adults with normal hearing in different cultures matched with music experience are selected to test their recognition ability of different musical instruments and the number of musical instruments by using music evaluation software, and the recognition accuracy of the two tests is recorded. The results show that the accuracy of musical instrument recognition in the mother tongue group is 15% higher than that in the foreign language group, and the average recognition rates of oboe, trumpet, and xylophone in the foreign language group are lower than those in the mother tongue group, the recognition rate of oboe and trumpet in wind instruments was low in both groups, and the recognition rate of oboe and trumpet in foreign language group was high.

Understanding, Thinking and Exploring: Cultural Teaching of Vocabularies under the New English Curriculum Standard

English vocabulary plays an important role in English language learning, and the methods of vocabulary acquisition also have a profound impact on its effect. Under the guidance of the New Curriculum Standard, the cultivation of cultural awareness is also an important part of the core literacy of English subjects, so it will be an inevitable trend of English vocabulary learning to apply the study of cultural awareness to vocabulary acquisition. In actual vocabulary teaching, to truly grasp the core essence of cultural awareness, teachers should recognize the shortcomings of cultural teaching and vocabulary teaching, and under the guidance of the core literacy of English subjects, combine vocabulary teaching with the transmission of cultural knowledge, aiming at exploring the English cultural connotation behind vocabulary, promoting the effective implementation of vocabulary and cultural teaching, and providing some reference suggestions for vocabulary cultural teaching.

Специфика иноязычной подготовки специалиста: теоретические и практические аспекты

The research presents vision of the importance of modern professional foreign language education and its impact on the professional development of the individual, the possession of techniques and methods of professional communication, taking into account the specifics of the culture of the interlocutor. Comprehensive development of personality and specialist is currently one of the most priority areas of the Russian system of professional foreign language education, which makes the problem presented in this study relevant. In this study: 1) the relevance is indicated and the need for disclosure of the specifics of specialist training by means of professional foreign language education is determined; 2) the specifics of professional foreign language education as: a) an instrument of successful human activity in a multicultural community; b) a factor in the de-velopment of professional language consciousness and the culture of speech communication. A foreign language as an academic subject has always occupied a special place in the education of a specialist of any profession: proficiency in at least one foreign language is important and in de-mand today within the framework of international intercultural communication; 3) the characteristics of strategic directions in teaching language and culture in a non-linguistic university are presented; 4) the content of professional foreign language communicative competence of a future specialist is clarified; 5) the main vectors of innovative language and culture teaching within the framework of professional foreign language training of a specialist are proposed.

Research on Culture Teaching in English Teaching in the Context of Globalization

Research on Culture Teaching in English Teaching in the Context of Globalization

Gender differences in perceiving FL culture teaching: The case of Egyptian EFL pre-service teachers

Gender differences in perceiving FL culture teaching: The case of Egyptian EFL pre-service teachers

Editorial Commentary

Editorial Commentary

An Analysis of the Important Role of Ancient Poetry in Chinese Language Education

Chinese language education refers to Chinese language and culture education conducted mainly for overseas Chinese and overseas Chinese whose mother tongue or first language is not Chinese. By its nature, we can see that language and culture are inseparable, and language is the carrier of culture. This makes it clear that no matter what language teaching method we choose, the teaching of language will involve the teaching of related cultures. At the same time, as the essence of China's traditional culture, ancient poetry contains the rich cultural heritage of Chinese civilization and long-standing historical tradition, which is the crystallization of Chinese traditional culture. With the continuous development of Chinese language education, the teaching of ancient poems has become an important part of Chinese language education and plays a pivotal role in the teaching of Chinese language. Therefore, this paper will focus on the status, current situation and teaching methods of teaching ancient poems to explore how to better apply ancient poems to the teaching of Chinese as a foreign language in the classroom, and how to appropriately integrate some cultural teaching into the language teaching at the same time to help improve students' interest in learning.

The Impact of Literary Text in the Teaching and Learning of Culture in English Language Classroom

The Impact of Literary Text in the Teaching and Learning of Culture in English Language Classroom

Analyzing the Teaching of Culture in English Teaching in Universities

Analyzing the Teaching of Culture in English Teaching in Universities

A Study of Intercultural Communicative Competence in ELT

The ultimate goals of the teaching of culture in ELT are knowledge, attitudes and skills which are important components of ICC. This paper studies ICC from several perspectives, such as the concept of ICC, the teaching of ICC, the relationship between communicative and ICC and the assessment of ICC. Although ICC teaching also has its own difficulties, cultural knowledge, skills and attitudes are all suggested to be important aspects of the teaching of culture in ELT.

The culture teaching model from the perspective of cross-cultural competence: building and practice

The culture teaching model from the perspective of cross-cultural competence: building and practice

The Path of Chinese Excellent Traditional Culture Teaching in Chinese Courses

The Chinese excellent traditional culture under the language course determines the content theme around the requirements of "creative transformation and innovative new development", and ultimately achieves the goal of cultural self-confidence educate.

Middle School English Teachers’ Views on Reflection of Core Competencies and Culture Teaching in Korean Textbooks

The study investigated ten Korean secondary English teachers’ views on to what extent core competencies were reflected in textbooks using 18 Likert-type statements. This study also examined their views on how well cultural contents and activities met curricular objectives of teaching culture through open-ended questions and interviews. Results showed that the three items on civic competence had lower means except for the one on ethical use of information collected in class. Teachers replied that tasks for each grade were deficient in helping students feel proud of their own culture and developing positive attitudes toward other cultures. They thought that current cultural contents lacked diversity despite positive improvements in including other cultures over the years and possibility of meeting curricular goals. Consequently, they made various efforts to offer appropriate culture teaching using additional materials and/or activities with diverse teaching strategies and techniques. Some implications are drawn from these results for better culture teaching.

Уровень и специфика межкультурной сензитивности российских студентов, обучающихся в Китае

Studies on intercultural sensitivity as an affective aspect of intercultural competence have been gaining increasing attention in today’s globalized world where representatives of different countries and cultural groups are supposed to function effectively and supportively in various spheres of life. This paper has reported some of the research results indicating the level and specifics of intercultural sensitivity of the Russian students attending Chinese universities. Building students’ intercultural sensitivity is an essential aspect of the Chinese language and culture teaching experience. Practical recommendations have been provided for increasing the students’ level of intercultural sensitivity in order to reduce stress and avoid conflict situations in multinational educational organizations.

Nursing students' experience of learning cultural competence.

IntroductionEuropean societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds.Materials and methodsA phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5–7 students took place at the participants’ respective universities in Spain, Belgium, Turkey and Portugal.Results5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants’ concept of culture; ethnocentricity emerged as a frequent element in the students’ discourse. Theme 2, personal awareness, integrates the students’ self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants’ perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants’ learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice.ConclusionThe participants’ perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

Reflections on the pedagogical potential of the use of films in teaching and learning Sociology of Education and Youth Cultures

Este artigo resulta da experiência das autoras enquanto docentes da unidade curricular de Sociologia da Educação e das Culturas Juvenis que integra o plano de estudos da Licenciatura em Educação e Formação do Instituto de Educação da Universidade de Lisboa. Contextualiza-se a UC no âmbito do ensino de Sociologia em Portugal, refletindo sobre as implicações das mudanças curriculares e da diversificação dos estudantes para o ensino-aprendizagem. Apresentam-se e discutem-se as estratégias de ensino desenvolvidas na UC, evidenciando o potencial didático-pedagógico do recurso a filmes na aprendizagem de teorias e conceitos sociológicos e no desenvolvimento de consciência crítica pelos alunos relativamente a fenómenos sociais que lhes são próximos.

Teaching Design of English Picture Book for Primary Schools Based on Performance Culture Teaching Method-Taking the Story Time in Unit 1 of the Third Grade of the PEP Version as an Example

<p>The performance culture teaching method was first proposed by the American Sinologist Wu Weike. It is a teaching method to learn a second language through the comprehension and practice of the target language. It focuses on culture and practice. The learner presents the story in a rehearsal manner in the context of the target language culture. Picture book teaching is a popular teaching method for primary school English teachers at this stage. Its novel feature of moving from outside class to classroom makes it an indispensable teaching method in primary school English teaching. This article takes the PEP version of the third grade English textbook as an example for teaching design and integrates the performance culture teaching method with the picture book teaching in the primary school English classroom teaching. The focus of research in teaching design is teaching implementation, that is, the application of performance methods in primary school English classrooms. This teaching design combines picture book teaching and performance culture teaching methods to promote primary school English teaching.</p>