한국어 교사의 상호문화 인식 조사 연구

• 영문명: A Survey Study of Korean Language Teachers’ Intercultural Awareness
• 발행기관: 국제한국어교육학회
• 저자명: 나원주 김영규
• 간행물 정보: 『한국어교육』27권 3호, 49~80쪽, 전체 32쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2016.09.30

영문 초록

This study aims to suggest the incorporation of ideas of intercultural education into the restructuring of Korean language and culture education. As groundwork for the development of an intercultural education curriculum, a group of Korean language teachers were surveyed to find out their level of intercultural awareness. The results were as follows. Overall the teachers’ level of intercultural awareness was quite high (N = 183, M = 3.8, SD = .47). (1) Teacher-related variables such as the amount of teaching experience was significantly related to teachers’ awareness of in-class cultural conflict with students (F = 2.73, p = .03, η2 = .06) and their level of understanding of intercultural education (F = 2.90, p =. 023, η2 = .06). (2) According to the variable of the type of institution teachers work in, university-affiliated Korean language teachers showed a higher level of understanding of intercultural education (F = 4.34, p = .006, η2 = .07), which can be interpreted as teachers working in multicultural centers exhibited a more conservative stance toward intercultural education, whereas teachers working in multicultural centers showed a more positive attitude toward Korean language textbooks (F = 6.43, p < .0005, η2 = .10). (3) According to the variable of prior teaching experience in multicultural centers, teachers with such experience experienced in-class cultural conflict more (F = 4.21, p = .006, η2 = .02) and showed a more positive attitude toward Korean language textbooks (F = 8.00, p =. 002, η2 = .04), but showed a lower level of understanding of intercultural education (F = 7.84, p = .005, η2 = .04) than university-affiliated Korean language teachers. (4) Whether or not having received training in multi-cultural or intercultural education was significantly related to teachers’ level of understanding of intercultural education (F = 6.56, p = .011, η2 = .04) and their experience of in-class cultural conflict (F = 7.57, p = .007, η2 = .04). The limitations of the study were stated and the implications for intercultural sensitivity in Korean language and culture education were suggested. (Ewha Womans University)

목차

1. 서론

2. 이론적 배경과 선행 연구 고찰

3. 연구 방법

4. 연구 결과

5. 결론 및 제언

참고문헌

키워드

한국어문화교육 상호문화교육 문화 간 의사소통능력 상호문화능력 한국어교사 Korean language and culture education intercultural education intercultural communicative competence intercultural competence Korean language teacher