The purpose of this study is to design instructional strategies for Korean intercultural education, to develop intercultural communicative competence through analyzing the trait of Korean teaching class, where many cultures are mixed.
Teachers play...
The purpose of this study is to design instructional strategies for Korean intercultural education, to develop intercultural communicative competence through analyzing the trait of Korean teaching class, where many cultures are mixed.
Teachers play significant roles in intercultural education, such as sorting the teaching contents out and delivering it to learners, activating interaction among learners, and helping learners to communicate interculturally. Therefore, this study pays attention to the teacher's role, especially to instructional strategies which could be used by Korean teachers. This study intends to suggest ideal instructional strategies for Korean intercultural education.
For this matter, this study intends to show the meaning of intercultural education and discover how intercultural communicative competence can be developed. Intercultural communicative competence enables learners to respect and understand other cultures, relativize their own cultures, communicate with other cultures, based on knowledge about other cultures. This study shows that intercultural communicative competence grows through acquisition of knowledge, attitude formation by cognition and awareness, and practicing skills. Then this study introduces the systems approach model to create the basis of instructional strategies for Korean intercultural education. On this theoretical basis, this study examines the aspects of instructional strategies for intercultural education; in aspects of knowledge, awareness, and practice.
In aspect of cultural knowledge delivery, teachers taught various cultural components which appear in Korean culture, and instruct procedural knowledge over contents knowledge for learners who come into contact with new cultures. However, in some cases, knowledge about various cultural components were presented by teacher-oriented ways or one-sided way. In other cases, coverage of instructional contents could not be expanded to the dimension of procedure knowledge, so learners could not receive a chance to acquire general knowledge about culture.
In aspect of cultural awareness promotion, teachers tended to compare Korean culture and learner's own culture or cultures to promote cultural awareness. They also taught intercultural attitude to learners. But in cases which the comparisons among cultures were fragmentary, it fixed stereotypes or made leaners dismiss each person's personality that could not be explained by culture traits. Also, in cases which teaching about intercultural attitude were abstract or declarative, the effect of instruction was insignificant.
In aspect of pursuit of cultural practices, teachers induced the students to interpret and relate culturally, and to use the diverse culture context for actual intercultural communication. However, in classes with limited conditions, cultural practices by intercultural abilities did not appear well or was simplified. And the passive use of the diverse cultural context was not suitable for polishing learners' skill for actual intercultural communication in the real world.
Next, instructional strategies for Korean intercultural education are designed based on these aspects. The purposes of instructional strategies are to promote active cultural knowledge acquisition, to understand others' universality and specificity based on self-awareness, and to activate interpretation and interaction of other cultures. Based on these, stages of strategies for intercultural education are presented; ordering and grouping the intercultural education contents, motivating and promoting awareness about developing intercultural communicative competence, learner participation for promoting intercultural communication, assessment of intercultural communicative competence, designing training which shifts to intercultural practice. It corresponds to pre-instructional activities, content presentation, learner participation, assessment, and follow-up activities, which consist of instructional strategy in systematic perspective. It also reflects the procedure of intercultural education; awareness about one's own culture, discovery of other cultures, comparison of each culture, tolerance(accommodation) other cultures.
Actual methods of instructional strategies are grouping and processing cultural contents, teacher question and interaction which activate motivation and awareness, intercultural discussion and cooperative activities, additional materials and tasks which improve comparison and interpreting between cultures, simulation and role-play which induce intercultural practice.
This study is significant because it pays attention to instructional strategies as one certain way for intercultural competence, which includes wide view about culture. It also presents a systematical approach to intercultural education. Continuous development of instructional strategies for Korean intercultural education would be expected to lead to upward leveling of intercultural education ultimately.
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