and Residential environment is also very poor.
③Educational issue,
Mother is Vietnamese, can not teachlanguage to their children. andCultural differences, it brings about lack of communication in family.
④Emotional problems.
Father becomes increasingly helpless. Family members should try to facilitate communication one another.
For Supportive family e
①The textbook deals all language skills introducing various texts including cultural information.
In Chapter 4, the main topic is Dol party, the first birthday celebrated in Korea. It covers Koreanculture, so it is suitable for the course goals as well as the communication skills.
② Since the students needs and interests are different, the textbook can’t cover all although it has lots of
Korean students to overcome cultural barriers is preservation.
Koreans desire high enclosure for themselves. As one Korean exchange student stated, “If I try to hang out with more Americans, they simply abandon me or talk about how un-Korean I am” (“National”).
(3) Cohesiveness: Koreans are cohesive and their size is a minority compared to the target language group (i.e. Americans).
(
culture live.
Objects should be used to help students understand the meaning.
Learning how speakers of the target culture live is also important.
3. Students read aloud a passage about the map.
Reading in L2 should be taught from the beginning of language instruction.
- Inductive grammar teaching / No explicit grammar rule teaching.
- Q&A exchanges between Ts and Ss
teachers have to learn to sacrifice complexity and comprehension in the short term for successful language learning in the long term. To be able to make this difficult sacrifice, the teacher must be resolutely convinced that the 'sacrifice' will pay off.
1) Objective of English Education
Students study English as a required cultural subject so that they can recognize their positions in inter