1. The Power of Culture in ELT

2. 문화의 이해 Kelly (1945): 문화란 인간행동의 가능한 지 침으로서 항상 존재하면서 생활속에서 역 사적으로 창조된 현재의 잠재적, 합리적, 비 합리적인 모든 것을 의미한다라고 서술한 다. Kelly (1945): 문화란 인간행동의 가능한 지 침으로서 항상 존재하면서 생활속에서 역 사적으로 창조된 현재의 잠재적, 합리적, 비 합리적인 모든 것을 의미한다라고 서술한 다. Tyler (1981): 문화란 사회성원으로서의 인 간이 습득한 지식, 믿음, 예술, 도덕, 법, 관 습, 기타 모든 가능성과 습관을 다 포함하는 복합적인 총체이다 Tyler (1981): 문화란 사회성원으로서의 인 간이 습득한 지식, 믿음, 예술, 도덕, 법, 관 습, 기타 모든 가능성과 습관을 다 포함하는 복합적인 총체이다

3. H.D. Brown (1980) Culture is a way of life. Culture is the context within which we exist, think, feel, and relate to others. It is the “glue” that bonds a group of people together. Culture is a way of life. Culture is the context within which we exist, think, feel, and relate to others. It is the “glue” that bonds a group of people together.

4. Bruner (1985) The most general implication is that a culture is constantly in process of being recreated as it is interpreted and renegotiated by its member. In this view, a culture is as much a forum for negotiating and renegotiating meaning and for explicating action as it is a set of rules of specifications for action. The most general implication is that a culture is constantly in process of being recreated as it is interpreted and renegotiated by its member. In this view, a culture is as much a forum for negotiating and renegotiating meaning and for explicating action as it is a set of rules of specifications for action.

5. Vygotsky (1978) Cultural development allows mastery not only of the items of cultural experience, but also the habits and forms of cultural behavior, the cultural methods of reasoning. Subsequently, as students learn to interpret, to use the linguistic signs and symbols of the culture toward culturally appropriate purposes, they become constituents of the community of the target language: they become what that community considers “literate.” Cultural development allows mastery not only of the items of cultural experience, but also the habits and forms of cultural behavior, the cultural methods of reasoning. Subsequently, as students learn to interpret, to use the linguistic signs and symbols of the culture toward culturally appropriate purposes, they become constituents of the community of the target language: they become what that community considers “literate.”

6. 문화이론의 성장과 문화학 1. 아놀드의 문화개념 1. 아놀드의 문화개념 - 아놀드에게 culture 라는 개념은 기계적 산업문명 에 의한 무질서를 교정하는 인격적인 속성을 지니 고 있으므로, 이 개념에 대한 적절한 의미는 문화 라는 말보다는 교양이라는 말이 더 가깝다. - 교양은 아름다움이자 지성의 조화이며, 여태까지 인간이 생각하고 말한 것 중에서 가장 훌륭한 것 으로, 모든 사회가 일반적으로 공유하고 있는 것 이라고 생각함

7. 2. 월리엄즈의 문화관 월리웜즈의 문화주의는 아놀드와는 달리, 어느정도 좌파적인 성격을 띠고 있으므로 지배자의 단일한문화가 곧바로 공동체의 성격을 결정지울 수 있다는 환원주의적인 신념과는 아주 거리가 있다. 월리웜즈의 문화주의는 아놀드와는 달리, 어느정도 좌파적인 성격을 띠고 있으므로 지배자의 단일한문화가 곧바로 공동체의 성격을 결정지울 수 있다는 환원주의적인 신념과는 아주 거리가 있다.

8. 3. 사이드의 제국주의 문화론 문화를 제국주의적인 사고의 산물로 인식 문화를 제국주의적인 사고의 산물로 인식 서구 형이상학의 중심개념이 되는 절대적 이고도 신성한 근원을 부정하고, 그에 반하 는 상대적이고도 세속적인 시작을 주장 서구 형이상학의 중심개념이 되는 절대적 이고도 신성한 근원을 부정하고, 그에 반하 는 상대적이고도 세속적인 시작을 주장 서구인들의 사고체계를 지배함으로써 그들 에게 경직된 중심의식과 부당한 우월의식 을 심어 주었던 근원의식을 해체하는 것 자 체가 곧 비서구인으로서의 새롭고 자유로 운 시작을 의미한다. 서구인들의 사고체계를 지배함으로써 그들 에게 경직된 중심의식과 부당한 우월의식 을 심어 주었던 근원의식을 해체하는 것 자 체가 곧 비서구인으로서의 새롭고 자유로 운 시작을 의미한다.

9. 그러므로, 시작은 고정된 중심과 경직된 사 고의 틀에서 벗어나, 창조적인 자신만의 세 계를 여는 것을 가능하게 해준다. 그러므로, 시작은 고정된 중심과 경직된 사 고의 틀에서 벗어나, 창조적인 자신만의 세 계를 여는 것을 가능하게 해준다. 아놀드의 “ 문화와 무질서 ” 와 같은 고급 문 화론자들이 세속적 오염으로부터 보호하려 했던 문화가 결국 유럽의 제국주의 문화였 음을 지적 아놀드의 “ 문화와 무질서 ” 와 같은 고급 문 화론자들이 세속적 오염으로부터 보호하려 했던 문화가 결국 유럽의 제국주의 문화였 음을 지적

10. 사이드는 문화란 순수하고 지고한 것이 아 니라, 정치적, 사회적 이념들의 혼합체 사이드는 문화란 순수하고 지고한 것이 아 니라, 정치적, 사회적 이념들의 혼합체 궁극적으로는 제국주의에 대한 단순한 비 판을 초월해, 제국과 식민지, 그리고 동양과 서양의 화해모색 궁극적으로는 제국주의에 대한 단순한 비 판을 초월해, 제국과 식민지, 그리고 동양과 서양의 화해모색 두 영역의 공동의 경험과 중복되는 역할을 중시하며, 자기 것만이 옳다고 주장하는 국 수주의적 태도에 신랄한 비판 두 영역의 공동의 경험과 중복되는 역할을 중시하며, 자기 것만이 옳다고 주장하는 국 수주의적 태도에 신랄한 비판

11. 그는 부분적으로는 제국으로 인해 모든 문 화가 서로 연결되어 있으므로, 그 어느 문화 도 단일하거나 순수할 수 없으며, 모든 무화 는 혼혈이고, 다양하며, 놀랄만큼 변별적이 고도, 다층적이라고 주장 그는 부분적으로는 제국으로 인해 모든 문 화가 서로 연결되어 있으므로, 그 어느 문화 도 단일하거나 순수할 수 없으며, 모든 무화 는 혼혈이고, 다양하며, 놀랄만큼 변별적이 고도, 다층적이라고 주장 다문화주의 (multiculturalism) 다문화주의 (multiculturalism)

15. Nelson Brooks 1. Culture is NOT the same as geography. 1. Culture is NOT the same as geography. - geography: a study of the surface of the earth (its land, water areas, temperature, climate, mineral deposits, fuel, plant, animal life, human life etc) - Geography is far older than the human culture.

16. - Geography is the stage upon which the drama of human culture is played. (play is the thing, NOT the scenery) - Geography: the material surroundings in which culture takes root, flourishes, and comes to fruition.

17. 2. Culture is NOT the same as history Everything has a history-even-history- human culture is no exception. Everything has a history-even-history- human culture is no exception. The discipline of history 9to tell the story of the past):- printed/written documents, written records The discipline of history 9to tell the story of the past):- printed/written documents, written records Historian: cares/collates/sifts/selects/interprets, evaluates (the authenticity of prime sources) Historian: cares/collates/sifts/selects/interprets, evaluates (the authenticity of prime sources)

18. History goes back no further than the invention of writing (B.C. 5C) History goes back no further than the invention of writing (B.C. 5C) - Much younger than geography - Human culture is vastly older than history - Culture goes back in time- the greater part of two million years

19. 3. Culture is NOT the same as folklore Folklore: the systematically studied customs, legends, and superstitions Folklore: the systematically studied customs, legends, and superstitions Transmitted in an informal way from one generation to another by means of oral communication Transmitted in an informal way from one generation to another by means of oral communication Tales of heroes, song, dances, home remedies, childhood games, etc Tales of heroes, song, dances, home remedies, childhood games, etc 중요성 : 중요성 : - common experience / sentimental bond among the members of the cultural groups

20. - Serve to reflect national aspirations, attitudes, values - Useful to understand colorful expressions of a societal group - But folklore can only a limited and partial view of what we mean by culture

21. 4. Culture is NOT the same as sociology Sociology: a discipline that dates from the early 19c Sociology: a discipline that dates from the early 19c The science of human groups The science of human groups - The family - The patterns of social classes - Economic system - The legal system - The political system - Organization and function of religious communities

22. Seeks to formulate the laws governing the behavior of large numbers of people Seeks to formulate the laws governing the behavior of large numbers of people The general rather than specific The general rather than specific - Broad generalizations - Statistical analyses - Studies of the characteristic S/D in the human groups

23. Sociology –informs: Sociology –informs: “there are three and a half children per family” But, culture still waifs for an interview with one of those half children But, culture still waifs for an interview with one of those half children

24. 5. Culture is NOT the same as literature Literature: the creation and appreciation of literature rest upon aesthetic values Literature: the creation and appreciation of literature rest upon aesthetic values Literary work give Literary work give  A personal perspective on the predicaments ( 곤경상태 ) of human life  Superimposed ( 첨가된 / 가공된 )  A floodlight ( 조명 ) of intent

25. 4) Affect that is the very essence of fine art 6. Culture is NOT the same as civilization. - Civilization: (Latin word) for the inhabitant of a town or city - Deals with: 1) An advanced state of human society 2) High level of culture 3) Science 4) Industry 5) Cultural refinements 6) Technological inventions

26. (development of civilization) (development of civilization) telephone telephone lang./affection lang./affection (culture) (culture)

27. Proposal 1 The concept of culture as herein defined should be reviewed, perfected, and confirmed professionally in a representative and supportive way.

28. Proposal 2 Teach students the various meanings of the word culture. Teach students the various meanings of the word culture. How they may expect to identify it in the language they learn and the books they read How they may expect to identify it in the language they learn and the books they read How a better understanding of their own culture may result from this study. How a better understanding of their own culture may result from this study.

29. Proposal 3 That materials be prepared to help teachers know about, analyze, and teach culture in the foreign language in which they are giving instruction. That materials be prepared to help teachers know about, analyze, and teach culture in the foreign language in which they are giving instruction.

30. Proposals 4 That materials be prepared to help teachers give instruction concerning the target culture in English. That materials be prepared to help teachers give instruction concerning the target culture in English.

31. Proposals 5 That materials be prepared to show how elements of the target culture are embedded in the target language itself. That materials be prepared to show how elements of the target culture are embedded in the target language itself.

32. Proposal 6 That teaching dialogues be prepared that are based not only upon basic matters of linguistic structure and semantics but equally upon situations that are authentic and important in the target culture. That teaching dialogues be prepared that are based not only upon basic matters of linguistic structure and semantics but equally upon situations that are authentic and important in the target culture.

33. Proposal 7 That the distinction between culture4 and the other meanings of culture be sharpened. That the distinction between culture4 and the other meanings of culture be sharpened.

34. Proposal 8 Culture should be generally recognized as a specific goal from the early phases of language instruction onward. Culture should be generally recognized as a specific goal from the early phases of language instruction onward.

35. Proposal 9 Recognize the role of pictures in language instruction. While pictures cannot teach the sounds or the structure of a language, they can often show with remarkable success what language stands for. Recognize the role of pictures in language instruction. While pictures cannot teach the sounds or the structure of a language, they can often show with remarkable success what language stands for.