• Cross-Cultural Studies
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• v.24
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• pp.62-83
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• 2011

The totality of language learning comprises three integrated components: linguistic, cultural, and attitudinal (Wilkes, 1983).Positively sensitizing students to cultural phenomena is urgent and crucial. A positive attitude toward L2 culture is a factor in language learning that leads to cross cultural understanding. This research examined, through a survey analysis, how three groups of students (one high school group and two university student groups) viewed the role of their foreign culture (i.e., American and British cultures) in achieving cultural understanding. The focus was upon how EFL learners approach the target language culture as well as their own culture.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.313-337
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• 2011

The purpose of the study is to investigate the effectiveness of the cultural instruction based on the critical pedagogy through film. The participants were 21 college students enrolling 'Understanding American/British culture'class and the class was 15 week long. During class, they discussed and selected the cultural topics related to the movies, complete the research papers, and then gave presentations. The students' portfolio, which consists of the goal statements, research papers, and the reflective journals, was analyzed to investigate the effectiveness of the instruction. The results showed that the instruction was effective in five aspects. They are, 1)accumulation of the cultural knowledge, 2)better understanding of the target culture and its people, 3)acquisition of the critical perspectives toward the target and their own cultures, 4)teaching method, and 5)increase of the motivation for studying other cultures. The study suggested that the instruction should be applied to English-medium class with more advanced students.

• 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.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.231-242
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• 2019

(2014) directed by British-born second generation Iranian-American Ana Lily Amirpour, set in 'the Iranian ghost-town Bad City' attempts to make how the hybridization of multi-cultures makes interesting interpretations culture-politically, presenting a female vampire skateboarding in a striped t-shirt and a black chador. In traditional horror films, mainly male-Dracula was the center of the vampire narrative as other, but since the post-modernism era, vampire films try to shift women from the passive and dependent victim to the subjective and independent main agent. And the main character of the film, 'The Girl' who is a female Muslim vampire takes a step forward to punish men who commit gender violence. Shot in black and white, the film puts images ahead of narrative, while featuring Iranian actors, speaking Farsi. Furthermore, the film crosses over Iranian politics into American-European pop cultures with this eclectic mix of Iran's rock, British electro-pop and Ennio-Morricone-like western stylings. This study focuses on the style featured in which has successfully transformed and transplanted a vampire story into a critical contemporary discourse, mixing multiple genres and citing cultural trends while not following the traditional conventions of vampire films.

• International Journal of Advanced Culture Technology
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• v.9 no.2
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• pp.56-63
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• 2021

The aim of this study is to understand how English textbooks in Korea and Japan reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of six English textbooks, three middle school English textbooks currently used in Korea and three in Japan. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea and Japan. As a result, it was found that both countries experienced cultural diversity through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities. This textbook analysis results show that English textbooks of Korea and Japan depend on American/British cultures and norms. The cultural contents of English textbooks in Korea and Japan tend to focus on geography, food and drink, festivals and activities, family and education systems, etc. And English textbooks in Korea and Japan include the cultural sections in each lesson, but they don't suggest how to relate these cultural sections into the learners' real experiences. These results can be utilized as the motives from which both countries develop English education policy and textbooks in the future.

• Journal of the Korean Institute of Landscape Architecture
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• v.30 no.6
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• pp.26-37
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• 2003

Urban park are indispensable elements of contemporary cities. However, the structure and culture of contemporary cities is currently changing. There are prevalent discourses that Olmstedian parte are no longer relevant to our new societies and cultures. New kinds of parks have emerged with different forms and functions. In order to propose a new paradigm for parks in the 21st century, we need to look back to the origin of modem parks, which is to say, Olmstedian parte. This paper aims to trace the background of park movements in the 19th century America and to identify and describe Olmsted's idea of urban parks. In addition, the paper will clarify the limitations and reinterpret the meaning of Olmsted's idea of urban parks. One idea behind the development of urban parte was to mitigate urban problems such as public health, alcoholism violence and class conflicts in 19th century industrial cities. The aim of urban park was partially achieved at that time. However, those parse did not serve the use of diverse classes. Olmstedian parks were designed for passive and civilized recreation, and lower classes were more attracted by active theme parks and areas such as Coney Island and John Wood. The strengths of Olmsted's idea of urban parte can be outlined as follows: First, designing parte goes beyond shaping physical lands to embrace social reforms. This means that park designers should have a critical understanding of society and culture. Also, landscape designers should have a bold vision for the future. Without such a vision and social agenda, landscape architects cannot postulate alternative possibilities through engaging in new practices. Second, Olmsted successfully adapted British landscape aesthetic ideas such as the picturesque, the sublime and the beautiful into an American context. Finally, his vision and idea of urban parks show us that landscape architecture is not just technical work, but that it can create a locus to engage a new cultural praxis by inventing cultural products - parks.