• 비교문화연구
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• 제24권
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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.

• 영어어문교육
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• 제17권4호
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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.

• 디지털융복합연구
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• 제11권11호
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• pp.71-83
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• 2013

우리나라와 같이 EFL의 상황에서는 대부분의 학생과 교사들은 영어권의 문화적 요소를 습득하기 위해 교과서에 의존하게 된다. 따라서 영어 교과서에 문화적 요소가 어떻게 다루어졌는지 분석하는 것이 필요하다. 연구의 결과는 다음과 같다. 첫째, 모든 교과서가 각 과마다 문화 고정란을 포함하고 있으나 학생들이 문화적 개념을 습득하는 데는 부족하다. 둘째, 정신문화, 물질문화, 그리고 행동문화의 세 가지의 유형이 비슷하게 분포되어 있다. 셋째, 2011 개정 교육과정에 따른 문화 소재별 분석 결과 예술, 문학 등의 심미적 심성을 기르는 데 도움이 되는 소재가 가장 높은 반영률을 보였다. 넷째, 문화 배경별 분석을 해본 결과 보편문화가 가장 많은 비중을 차지하고 있었다. 결론적으로, 학생들의 영미문화의 지식을 향상시키기 위해서는 좀 더 다양하고 고르게 문화를 다루려는 노력을 해야할 것으로 보인다. 또한 한국문화와 영어권 문화를 비교할 수 있는 내용과 한국문화의 소개 등도 좀 더 많이 다루어서 학생들이 의사소통을 함에 있어서 어려움을 겪지 않도록 해야 할 것이다.

• 한국엔터테인먼트산업학회논문지
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• 제13권8호
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• pp.231-242
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• 2019

영국 태생의 이란인 2세 애나 릴리 아미푸르 감독의 뱀파이어 영화 <밤을 걷는 뱀파이어 소녀 A Girl Walks Home Alone at Night>(2014)는 이란인들이 사는 유령마을(Iranian ghost-town) '배드 시티'를 배경으로 스트라이프 티셔츠를 입고 검은 차도르를 두른 채 스케이트보드를 타는 여성 뱀파이어를 등장시켜 여러 문화의 재조합이 어떻게 문화·정치적으로 흥미로운 해석을 만들어내는지 시도하고 있다. 전통적인 호러 영화에서 흡혈귀 서사의 중심에는 주로 타자로서의 드라큘라-남성이 있었으나 포스트모더니즘 이후의 영화들은 희생자 캐릭터에 머물러 있던 여성을 뱀파이어 주체로 자리를 옮기는 시도를 한다. 본 영화의 주인공 소녀는 보수적인 가부장 사회의 여성-무슬림-뱀파이어로 여성을 향해 폭력을 행사하는 남성을 처단한다. 흑백으로 촬영한 영상은 스토리보다는 이미지를 앞세우며 이란계 배우들이 등장해 페르시아어로 대화한다. 또한, 이란의 저항적인 록음악과 영국 스타일의 테크노 팝이 어우러져 이란의 정치학과 미국-유럽의 팝 컬처를 크로스 오버한다. 본 연구는 뱀파이어 영화의 전통적인 관습을 따르지 않으면서 장르 혼성과 여러 문화적 도상을 내세우며 뱀파이어의 소재의 이야기를 동시대의 문제의식으로 전환하고 이식해내는 데 성공한 <밤을 걷는 뱀파이어 소녀>에 특징적으로 나타난 스타일에 주목해 분석해보고자 한다.

• International Journal of Advanced Culture Technology
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• 제9권2호
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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.

• 한국조경학회지
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• 제30권6호
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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.