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dc.contributor.advisorJosephine Moate
dc.contributor.advisorMaria Ruohotie-Lyhty
dc.contributor.authorChoi, Yuri
dc.date.accessioned2016-06-16T07:00:06Z
dc.date.available2016-06-16T07:00:06Z
dc.date.issued2016
dc.identifier.otheroai:jykdok.linneanet.fi:1544986
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/50357
dc.description.abstractThe importance of intercultural competence in education has been recognized in order to promote students’ tolerance and empathy towards others in the globalized world. Being the first and foremost foreign language subject in Korea, English classroom is considered to be the right place to address different cultures and the intercultural competence. Then, how English teachers understand intercultural competence would be important since it would greatly affect their teaching. The aim of this study is to investigate how Korean-English secondary school teachers understand intercultural dimension in EFL teaching in relation to their teaching context; and how their reported practices look like. 37 teachers participated in online survey (Google Forms) with closed and open questions. The quantitative data were used to describe teachers’ general understanding, and analyzed together with the qualitative data by means of thematic analysis. The findings suggest that secondary Korean-English teachers have high appreciation and desire of integrating intercultural dimension in English teaching, but the gap exists between the cognition and the reported practice due to some constraining factors. This study tries to connect teacher cognition of culture teaching, national curriculum, intercultural dimension, their reported practice, and the contextual factors that affect teaching practices, in order to provide the overall and comprehensive picture of English education in Korea. Some suggestions were also made for better future of our English education; regarding culture teaching in English classroom, teacher education and training, the need for teachers’ active attitude in teaching, and the assessment system.en
dc.format.extent1 verkkoaineisto (104 sivua)
dc.language.isoeng
dc.rightsThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.rightsJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.subject.otherIntercultural competence
dc.subject.otherForeign language teaching
dc.subject.otherCulture teaching
dc.subject.otherTeacher cognition
dc.subject.otherKorea
dc.subject.otherSecondary school
dc.titleCognition of Korean-English secondary school teachers about intercultural dimension in EFL teaching
dc.identifier.urnURN:NBN:fi:jyu-201606163113
dc.type.ontasotPro gradufi
dc.type.ontasotMaster's thesisen
dc.contributor.tiedekuntaFaculty of Educationen
dc.contributor.tiedekuntaKasvatustieteiden tiedekuntafi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineKasvatustiedefi
dc.date.updated2016-06-16T07:00:06Z
dc.rights.accesslevelopenAccessfi
dc.contributor.oppiainekoodi106
dc.subject.ysoopettajat
dc.subject.ysokulttuurienvälisyys
dc.subject.ysokielet
dc.subject.ysoopetus
dc.subject.ysoyläkoulu
dc.subject.ysoenglannin kieli
dc.subject.ysokulttuuri
dc.subject.ysoKorean tasavalta


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