Effective foreign language learning accompanies the learning of the target language’s culture. But English is said to be not a foreign language, but a global language. What should culture learning be like in teaching English as a global language (EGL)? This paper aims to make some suggestions for the directions of cultural learning in EGL. First, the features of EGL learning are explored in comparison with those of EFL learning. Second, it is discussed why EGL learning does not match the communicative competence on which the communicative approach has been based. Instead EGL learning needs intercultural communicative competence (ICC). Third, it is considered what culture education should take into account for ICC. The main section seeks out the ways in which cultural contents involved in teaching materials contribute to develop ICC. Four (4) series of Korean middle school English textbooks are analysed in respect of the ownership of cultures, the types of culture and the cultural activities, from the intercultural perspective. The result admits the cultural contents of the textbook are not suitable for developing ICC. Finally, some directions will be deduced on how and what teaching materials are equipped to develop ICC in teaching English as a global language.

Abstract
Ⅰ. 연구의 목적과 필요성
Ⅱ. 연구의 목적과 필요성
Ⅲ. 지구어와 문화간 의사소통 능력
Ⅳ. 문화간 의사소통 능력과 문화 학습
Ⅴ. 영어 교과서의 문화 내용 분석
Ⅵ. 지구어 교육과 문화 학습
참고문헌
필자소개

• 박약우(경인교육대학교) | Park Yakwoo