Process-Driven Culture Learning in American KFL Classroom Settings

Autor/in	Byon, Andrew Sangpil
Titel	Process-Driven Culture Learning in American KFL Classroom Settings
Quelle	In: Applied Language Learning, 17 (2007) 1-2, S.73-90 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Cultural Awareness; Learning Processes; Korean; Second Language Learning; Second Language Instruction; Teaching Methods; Learning Activities; Social Attitudes; Introductory Courses; Uncommonly Taught Languages; Metacognition; Student Attitudes; Mass Media; Comparative Analysis; Questionnaires; Stereotypes + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Learning process; Lernprozess; Koreanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Social attidude; Soziale Einstellung; Einführungskurs; Minderheitensprache; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Massenmedien; Fragebogen; Klischee
Abstract	Teaching second language (L2) culture can be either content- or process-driven. The content-driven approach refers to explicit instruction of L2 cultural information. On the other hand, the process-driven approach focuses on students' active participation in cultural learning processes. In this approach, teachers are not only information providers but also facilitators, whereas students are not passive information receivers but also active participants who construct their own learning. The benefits of the process-driven approach have been well researched by many existing L2 culture studies. However, most of these studies have dealt with European L2 cultures, while the number of studies that dealt with less commonly taught non-European languages like Korean is almost non-existent. To fill this void, this paper investigates a case of implementing and evaluating various process-driven culture learning activities in an American beginning Korean-as-a-foreign language (KFL) classroom. The paper reports that the activities helped KFL students realize the danger of stereotypes and the need to have open attitudes when learning new cultures. The activities raised students' metacognitive awareness, where the students became more actively interested in the process of learning itself. Although the case presented in this paper is about a first-year KFL course in an American college setting, it is hoped that its instructional model and pedagogical implications can be applied to other less-commonly taught L2 culture curricula. (Contains 6 notes.) (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/Academics/academic_materials/all/allissues.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10