• English & American cultural studies
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• v.13 no.1
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• pp.105-125
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• 2013

• The Journal of the Korea Contents Association
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• v.19 no.12
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• pp.1-8
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• 2019

The purpose of this study is (1) to present a model for Capstone design class in English education, and (2) to recognize students' performance and perceptions about Capstone design class in English education. The participants were senior students majoring in English education. The Capstone design class model was developed, applied, and evaluated after changing 'English-American Culture' subject to 'Capstone Design for English-American Culture Education.' In this study, the class design, performance procedures, derived topics, and examples of performance outcomes were presented. The classes were also evaluated through an understanding evaluation of English-American culture, task performance and final outcome evaluation, a descriptive satisfaction assessment of students, a lecture evaluation, and a teacher's self-reflection assessment. As the result, the average score of a class that applies Capstone design was higher than that of a class that does not apply the Capstone design. There were many positive opinions regarding the Capstone design class. In addition, the teacher's self-reflection indicated that students should be exposed to such design from the beginning.

• Journal of Digital Convergence
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• v.11 no.11
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• pp.71-83
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• 2013

In a EFL situation, most Korean students and teachers are exclusively dependent on English textbooks to acquire the cultural factors of English. Therefore, it is necessary to analyze cultural elements in the English Textbooks. The results of the study are as follows: First, although all of the textbooks contain the culture part at the end of each lesson, it is insufficient for students to build a cultural schema. Second, in the analysis of cultural types, three types of cultures are presented in a similar percentage. Third, the culture elements were analyzed based on the 7th national curriculum revised in 2011. The most dominant is the culture regarding arts and literature. Forth, in nationality analysis, universal culture takes up the largest portion. Therefore, it is required more efforts to improve students' knowledge of the American and English culture.

• The Korean Publising Journal, Monthly
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• s.240
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• pp.8-8
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• 1998

미국과 영국의 대학출판국은 일반 상업출판사들이 엄두조차 내지 못하는 학술서와 수준 높은 교양물로 일반 대중까지 고급문화를 향유할 수 있도록 끊임없이 노력해왔다. 옥스퍼드.케임브리지.코넬.하버드 등 영미권 유명 대학의 출판국은 연간 1천여 종의 도서와 100여 종의 학술지를 출판하는 거대조직으로 자리잡고 있다.

• 프린팅코리아
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• v.13 no.8
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• pp.117-119
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• 2014

2014 서울국제도서전에서 국내외 출판사, 편집자, 출판유통사 등 출판 산업 종사자를 위한 다양한 주제의 전문가 세미나가 개최됐다. 대한출판문화협회가 개최한 '출판 수출 활성화를 위한 세미나' 중 이구용 KL매니지먼트 대표의 '영미 유럽권 출판 한류를 위한 현황과 비전'을 요약 정리한다.

• Journal of Digital Convergence
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• v.14 no.9
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• pp.73-87
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• 2016

The purpose of this study is to investigate the cultural difference between eastern and western culture in the online community in view of Hofstede dimensions of national culture through social network analysis. And this study tries to interpret the cultural dimensions by using social network indexes. The results show every cultural dimension offered conflicting results except uncertainty avoidance. The eastern culture shows individualism, and low power distance compared to western culture in the online community. Moreover the communication speed of eastern culture is faster than western culture. But eastern culture shows high uncertainty avoidance in the online community similar to an offline culture. This results of this study show that because of certain differences between the offline and online culture, the typical framework we use to analyze offline culture should not be applied to analyze online culture. Therefore we believe that the most important contribution of this study should be related with the finding that we need very different approach to be able to correctly understand the prevalent culture in the online community than the one that we use in the offline community.

• Korean journal of communication and information
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• v.52
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• pp.154-176
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• 2010

Rooted in the work of Pierre Bourdieu, the cultural intermediaries have recently developed as a focus of attention for the Anglo-saxon sociology of culture and cultural studies. This paper tries to critically examine the debate around the definition and role of cultural intermediaries. It also explores the applicability of the notion ‘cultural intermediaries’ to a changing digital mediascape. In the first part of the paper, I clarify the critical problematics inherent in the Bourdieusian conception which focuses on the function of cultural intermediaries for the ‘production of the belief’ in cultural goods. Consequently, I draw attention to the mediation and transformation process of ‘legitimate culture’ by critics in mass media as ‘new cultural intermediaries’. In the second part, I attempt to constitute a typology of cultural intermediaries, proposing the notion of ‘on-line cultural mediation’ and ‘on-line cultural intermediaries’. I also outline the characteristics of three different types (‘traditional’, ‘new' and 'on-line') of cultural intermediaries. I argue this new conception of cultural intermediaries can help to understand the complex power relations and their transmutation in various cultural fields under digital environment.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.271-292
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• 2007

The purpose of this study is to investigate what English teachers think about what and how to teach culture, as a way of helping students build relevant background knowledge and enhance their motivation in learning English. A total of 300 teachers completed a self-report questionnaire in four areas: (i) their understanding and liking of English-spoken countries, (ii) their use of materials and tools for teaching culture, (iii) their consciousness of teaching culture, and (iv) their needs for culture learning in the teacher-training program. The results show that (i) they think American culture is dominant in EFL but they are much interested in British culture; (ii) they rely on internet most for their cultural experience while they think students get much of the cultural information from textbooks; (iii) they are very much conscious of the importance of teaching culture for improving students' English proficiency; (iv) they want to learn in the teacher training program more about cultural practice, which can be subsumed under the so called 'small c'. The findings suggest that (i) textbooks need to include contents to promote students' cultural awareness and foster intercultural competence, (ii) teachers should use authentic materials with appropriate adaptation, and (iii) a teacher training program should cover a wide range of contents and skills for teaching culture.

• Proceedings of the Costume Culture Conference
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• 2002.06a
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• pp.38-38
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• 2002

• The Korean Publising Journal, Monthly
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• s.38
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• pp.23-23
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• 1989