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[{"key": "dc.contributor.author", "value": "Nyman, Katariina", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2013-12-19T22:22:06Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2013-12-19T22:22:06Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2013", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1290532", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/42708", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4 pro gradu \u2013tutkielma tutkii kulttuurin opetusta suomalaisen viittomakielen ja englannin kielen alkeis-kursseilla kansalaisopistoissa. Tutkimus selvitt\u00e4\u00e4 suomalaisen viittomakielen ja englannin kielen yliopisto-opiskelijoiden sek\u00e4 kansalaisopiston opettajien mielipiteit\u00e4 siit\u00e4, mit\u00e4 kulttuurisia teemoja kielten alkeis-kursseilla tulisi opettaa ja mill\u00e4 tavalla opetus tulisi toteuttaa. Tutkimus selvitt\u00e4\u00e4 my\u00f6s yliopisto-opiskelijoiden ja kansalaisopiston opettajien m\u00e4\u00e4ritelmi\u00e4 kohdekulttuurista.\r\n\r\nTutkimuksen teoriaosuus pohjautuu kolmeen eri osa-alueeseen: kulttuurin m\u00e4\u00e4rittelyyn, kuurojen kulttuuriin sek\u00e4 englanninkielisten maiden kulttuuriin. Byram ja Risager (1999) m\u00e4\u00e4rittelev\u00e4t kulttuurin nelj\u00e4n eri n\u00e4k\u00f6kulman mukaan: arkiel\u00e4m\u00e4n, institutionaalisen, arvojen ja korkeakulttuurin n\u00e4k\u00f6kulman mukaan. Kulttuurin m\u00e4\u00e4rittelyn lis\u00e4ksi tutkimuksen keskeisess\u00e4 osassa on kuurojen kulttuurin ominaispiirteet (mm. Lane, Hoffmeister ja Bahan 1996; Jokinen 2000; Ladd 2003; Mindess 2006) sek\u00e4 englanninkielisten maiden kulttuurin ominaispiirteet (mm. Kachru 1985; Crystal 2002; McKay 2002, McKay 2010). \r\nTutkimuksen aineisto ker\u00e4ttiin s\u00e4hk\u00f6isill\u00e4 kyselylomakkeilla. Kielikohtaiset kyselylomakkeet l\u00e4hetettiin yliopisto-opiskelijoille sek\u00e4 kansalaisopiston opettajille. Kyselyyn vastasi 18 suomalaisen viittomakielen yliopisto-opiskelijaa, 12 suomalaisen viittomakielen kansalaisopiston opettajaa, 43 englannin kielen yliopisto-opiskelijaa ja 9 englannin kielen kansalaisopiston opettajaa.\r\n\r\nTulosten mukaan kansalaisopistojen suomalaisen viittomakielen opettajat ja suomalaisen viittomakielen yliopisto-opiskelijat sek\u00e4 kansalaisopistojen englannin kielen opettajat m\u00e4\u00e4ritteliv\u00e4t kohdekulttuurin arkiel\u00e4m\u00e4n n\u00e4k\u00f6kulman mukaan. Sen sijaan suurin osa englannin kielen yliopisto-opiskelijoista m\u00e4\u00e4ritteli kohdekulttuurin institutionaalisen n\u00e4k\u00f6kulman mukaan. Suomalaisen viittomakielen opettajien ja opiskelijoiden vastausten perusteella suomalaisen viittomakielen nelj\u00e4 t\u00e4rkeint\u00e4 kulttuurista teemaa alkeiskurssilla ovat termien oikea k\u00e4ytt\u00f6, tieto viittomakielest\u00e4, katsekontaktin merkitys ja k\u00e4ytt\u00f6 sek\u00e4 huomionher\u00e4tt\u00e4miskeinot. Englannin kielen opettajien ja opiskelijoiden vastausten perusteella kaksi t\u00e4rkeint\u00e4 kielellis-kulttuurista teemaa ovat kohteliaisuus ja englanninkieliset maat, kaksi t\u00e4rkeint\u00e4 englanninkielist\u00e4 maata ovat Englanti ja Yhdysvallat ja kaksi t\u00e4rkeint\u00e4 maakohtaista teemaa ovat kansalliset symbolit sek\u00e4 matkailu. Kuurojen kulttuurin opetustavoista nousivat esille kuurojen parissa oleminen sek\u00e4 keskustelun kautta oppiminen. Englanninkielisten maiden kulttuurin opetustavoista nousivat esille videoiden katsominen sek\u00e4 keskustelun kautta oppiminen.\r\n\r\nTutkimuksen johtop\u00e4\u00e4t\u00f6ksen\u00e4 on se, ett\u00e4 kulttuurin opettaminen kielikurssin yhteydess\u00e4 koetaan t\u00e4rke\u00e4ksi. Kulttuurin opetus kieltenopiskelun alkuvaiheessa tulisi liitty\u00e4 kohdekulttuurin arkiel\u00e4m\u00e4\u00e4n sek\u00e4 olla k\u00e4yt\u00e4nn\u00f6nl\u00e4heist\u00e4. Korkeakulttuuria ja historiaa tulisi opettaa vasta kielenopiskelun my\u00f6hemm\u00e4ss\u00e4 vaiheessa. Mahdollista jatkotutkimusta voisi tehd\u00e4 esimerkiksi kulttuurin erilaisista opetustavoista, esimerkiksi kyselylomak-keen ja haastattelun avulla sek\u00e4 laajempaa aineistoa hy\u00f6dynt\u00e4en, jotta kulttuurin opettamisesta saisi laajemman ja syvemm\u00e4n analyysin.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "This MA thesis investigates how culture is taught in beginner courses of Finnish Sign Language (FinSL) and English in adult education centers. The goal of this thesis is to examine how university students and language teachers in adult education centers would teach culture of the target language in beginner courses and also, how teaching culture should be realized. In addition, this thesis investigates how university students and language teachers in adult education centers define the target culture.\r\n\r\nThe theory of this study has three parts: defining culture, Deaf culture and the culture of English-speaking countries. Byram and Risager (1999) define culture according to four different points of views: 1) every-day life, 2) institutional, 3) values, and 4) high culture. Deaf culture (e.g. Lane, Hoffmeister and Bahan 1996; Jok-inen 2000; Ladd 2003; Mindess 2006) and culture of English-speaking countries (e.g. Kachru 1985; Crystal 2002; McKay 2002; McKay 2010) are also a central part of the theory of this study.\r\n\r\nThe material for this study was collected by electronic questionnaires. Language-specific question-naires were sent to university students and language teachers in adult education centers. There were 18 respondents for the questionnaire of FinSL university students, 12 respondents of FinSL teachers in adult education centers, 43 respondents of university students of English and 9 respondents of English teachers in adult education centers. \r\nAccording to the results, FinSL teachers and FinSL university students and English teachers define culture according to the viewpoint where culture is seen as a representation of everyday life. In the contrary, university students of English define culture according to the institutional viewpoint. The four most important cultural topics when teaching FinSL are 1) using the terms of deaf people correctly, 2) knowledge of FinSL, 3) the meaning and use of eye contact, and 4) attention getting techniques. The topics for teaching English were divided into three different sections: 1) linguistic-cultural topics, 2) English-speaking countries, and 3) country-related topics. The two most important linguistic-cultural topics were politeness and English-speaking countries, the two most important English-speaking countries were England and the United States, and the two most important country-related themes were national symbols and traveling. The two most important teaching methods for teaching Deaf culture were spending time among the Deaf and learning culture through discussion. For teaching the culture of English-speaking countries, the two most important methods were watching videos and learning culture through discussion.\r\n\r\nAs a result, teaching culture in the context of a language course was seen to be important. In the beginning of a language course, the culture should be connected to the everyday life in the target culture and be as practical as possible. High culture and history should be taught later along the course. A possible topic for follow-up study would be, for example, researching the methods of teaching culture in more detail. For instance, collecting material with a more detailed questionnaire and interviewing the respondents. In this way, the material and the analysis would be more in-depth.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Katariina Nyman (kavinyma) on 2013-12-19 22:22:06.063538. Form: Pro gradu -lomake (1 tekij\u00e4) (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake-1-tekijae). JyX data:", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by jyx lomake-julkaisija (jyx-julkaisija@noreply.fi) on 2013-12-19T22:22:06Z\r\nNo. of bitstreams: 2\r\nURN:NBN:fi:jyu-201312202854.pdf: 1866810 bytes, checksum: 0e0d762d670f22450805504287947fa3 (MD5)\r\nlicense.html: 4941 bytes, checksum: b154b63052f18415e533233c9e96b656 (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2013-12-19T22:22:06Z (GMT). No. of bitstreams: 2\r\nURN:NBN:fi:jyu-201312202854.pdf: 1866810 bytes, checksum: 0e0d762d670f22450805504287947fa3 (MD5)\r\nlicense.html: 4941 bytes, checksum: b154b63052f18415e533233c9e96b656 (MD5)\r\n Previous issue date: 2013", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "2 verkkoaineistoa (118 s., kesto 5:42 min)", "language": null, "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "suomalainen viittomakieli", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "englannin kieli", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "kulttuuri", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "opetus", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "aikuisopetus", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Kulttuurin opetus kansalaisopistojen suomalaisen viittomakielen ja englannin kielen alkeiskursseilla", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-201312202854", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, 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