Earticle

현재 학문을 목적으로 한국에 유학 온 외국인 학습자들은 한국 생활에 적응하면서 언어적 장벽보다 문화적 장벽에서 오는 고립감과 불안감 이 더 심각한 문제로 두드러지고 있다. 이에 본 연구는 외국인 중· 고 급 학습자들을 대상으로 한국 가치문화교육을 기존의 일방적인 주입 식 교육에서 벗어나 영화라는 매체를 활용하여 한국 문화를 직·간접 적으로 체험하면서 자·타문화를 고려한 상호문화를 중심으로 수업 을 진행하였다. 연구는 학습자들의 인식이나 태도의 변화를 관찰하기 위하여 실험 전 학습자들의 인식 조사, 수업 활동, 실험 후 조사로 크게 3단계로 구분하 여 실시하였으며 학습자들은 목표문화에 대해 자문화를 토대로 이해 하려는 경향과 차이에 대해 거부하는 감정을 드러내는 것을 확인할 수 있었다. 아울러 다문화 강의실에서 일괄적인 주입식 교육은 불가능한 것으로 판단하고 학습자들의 모문화 특성을 고려하여 영화를 통해 감 정이입 및 공감함으로써 타문화를 이해하는 교육 방안을 제시하였다.

Journal of the International Network for Korean Language and Culture 15–2. When international students who come to Korea for academic purposes adjust to their new lives, they face linguistic and cultural barriers. Their sense of isolation and anxiety due to cultural barriers is becoming conspicuous as a serious problem. For this reason, this study selected intermediate and advanced Korean language learners and involved conducting lessons on Korean culture and values using film. These films served as an educational medium for direct and indirect exposure to Korean culture by taking the learner’s own culture, as well as Korean culture, into consideration, and avoiding the traditional method of cramming educational content. To observe the change in learners’ perceptions or attitudes, this study divided the survey into three sections: a survey of learners’ perceptions, one of classroom activities, and one following the experiment. The results showed that learners displayed a tendency to view the target culture from the perspective of their own cultures and revealed resistant emotions concerning differences between the target culture and their own. In addition, the results indicated that uniformly cramming educational content into a multi–cultural classroom is no longer viable. Therefore, this study suggests an educational method that takes learners’ cultures into consideration and helps students to empathize and understand different cultures through film. (Changshin University)

최근 글로벌 다문화 비즈니스 환경에서 ‘다양성’과 ‘포용성’이 강조되면서 다양한 배경의 사람들과 공감하고 소통하며 협력하는 ‘상호문화 역량’이 중요해지고 있다. 우리는 보통 문화적 차이를 경험하고 참여해 가는 과정에서 먼저 자신의 문 화 경험을 현실의 중심에 놓는 자민족 중심주의에서 시작해, 자신의 문화와 다른 문화 경험을 상대적인 맥락에 놓는 민족 상대주의로 확장해 간다. 또한 상호문화 소통은 각각의 다른 두 문화를 완전히 동화시키는 것이 아니라, 서로 다른 문화에 대한 공감적 이해를 허용하고 상호 적응을 통해 다문화주의를 형성해 가는 것이 다. 이와 같은 상호문화 역량은 학습과 발전 과정의 결과물로, 독일에서는 이미 90년대부터 대학 교육 과정에 상호문화 커뮤니케이션 전공을 운영하고 있다. 본 논문에서는 독일 대학의 학제 간 상호문화 교육을 고찰해 보고, 문화 특수적인 측 면에서 한국과 독일에 초점을 둔 융합형, 실무형 상호문화 비즈니스 커뮤니케이션 교수 모델을 제안한다.

In the recent global business environments with the emphasis on ‘Diversity’ and ‘Inclusion’, ‘Intercultural Competence’, which is the ability to empathize, communicate, and cooperate with people from various backgrounds, is becoming important. It is said that people first start from ethnocentrism, which places their own cultural experience at the center of reality in the process of experiencing and participating in cultural differences, and expand to ethnorelativism, which places their own culture and other cultural experiences in a relative context. In addition, it is said that intercultural communication does not completely assimilate two different cultures, but rather allows for empathic understanding of different cultures and forms multiculturalism through mutual adaptation. Such intercultural competence is the result of learning and development, and in Germany, intercultural communication majors have been offered in university curricula since the 1990s. This paper examines interdisciplinary intercultural education at German universities and proposes an convergence-type, practical intercultural business communication education method centered on Korea and Germany from the perspective of cultural specificity.

In the operation of MNC`s subsidiaries, it is very important to recognize the differences in the socio-cultural, legal, technological, political, and accounting environment of each country. However, cultural differences are often overlooked in corporate management, although they can be critical factors in the successful management of human resources with diverse cultural backgrounds. Korean MNCs are representative examples of ethnocentric management that is highly dependent on expatriates and PCNs. Cultural differences, conflicts, and management difficulties are being studied from various aspects, focusing on subsidiaries of Korean MNCs in the United States and China. The number of Korean immigrants and subsidiaries in Germany is small compared to the United States or China, but is steadily increasing. As a result, many cultural conflicts and human resource management problems are emerging in subsidiaries of Korean MNCs in Germany. However, it is difficult to find empirical research on this. Focused on intercultural communication and competence, this study aims to conduct empirical research on awareness of cultural differences and conflicts within subsidiaries of Korean MNCs through surveys and interviews. It also aims to design training programs to develop intercultural sensitivity by emphasizing diversity and empathy. The final goal of this study is to enhance the shared understanding of the company’s members and to help the company’s sustainable human resource management. This paper introduces the research background, topic, and methodology of the ongoing research.

테크놀로지를 활용한 문화 간 접촉에 대한 관심이 증가하고 있음에도 불구하고, EFL 학습자의 학습 동기와 문화 간 역량(IC)에 미치는 영향을 포괄적으로 탐구한 연구는 드물다. 본 연구는 영어전용강의(EMI) 환경에서 SNS를 통한 문화 간 접촉의 효과 탐구를 목적으로 한다. 혼합적 연구 방법론에 기반하여, 한국의 한 대학에서 개설된 두 개 학기의 문화 간 의사소통 수업을 수강한 학부생 77명의 데이터를 양적, 질적 분석하였다. 한 집단은 미국 대학생과의 SNS 기반 활동에 참여하였고, 다른 집단은 EMI 기반의 전통적인 수업 내 토론에 참여하였다. 두 집단 모두 학기 초와 학기 말에 설문을 실시하였으며, SNS 활동 집단에는 학기 말 설문에 문화 간 경험을 묻는 개방형 문항이 추가되었다. 연구 결과, 두 집단 모두 외적·내적 동기에는 유의미한 변화가 나타나지 않았으나, SNS 접촉 집단은 문화적 지식, 기술, 문화간 민감성과 같은 IC 구성 요소에서 두드러진 향상을 보였다. 또한 이 집단에서는 학습 동기 성향과 대부분의 IC 구성 요소 간의 강한 상관관계가 확인되어, SNS 문화 접촉이 동기와 EFL 학습 증진에 간접적, 장기적 기여할 수 있음을 시사하였다. 반면, 통제 집단은 IC 발달이 제한적이었으며, 동기와 IC 간의 연계도 약하게 나타났다. 질적 분석에서는 온라인 상호작용 과정에서 영어 숙련도에 대한 우려 등 부정적 인식도 드러났다. 이러한 결과는 국제화된 고등교육에서 테크놀로지 기반 문화 간 접촉을 효과적으로 활용하는 방안을 모색하는 데 중요한 시사점을 제공한다.

Despite growing interest in technology for promoting intercultural contact, few studies have examined its comprehensive impact on English as a foreign language (EFL) learners’ motivation and intercultural competence. This study employs a mixed-method approach to evaluate the effectiveness of social networking service (SNS)-based intercultural contact in an English-medium instruction context. Participants were 77 Korean undergraduates in two sessions of an intercultural communication course: one engaged in SNS-based activities with U.S. students, and the other participated in traditional class activities taught via English. Questionnaires were administered at the start and end of the semester, with a qualitative item on intercultural experiences added for the SNS-contact group. While neither group showed significant changes in extrinsic or intrinsic motivation, the SNS-contact group demonstrated notable growth in intercultural competence constructs, including cultural knowledge, skills, and sensitivity. Motivational orientations were strongly associated with most intercultural competence constructs in this group, suggesting the value of SNS contact for enhancing motivation and EFL learning. By contrast, the non-SNS group exhibited limited intercultural competence development and weaker motivation– intercultural competence links. Qualitative responses revealed both positive and negative perceptions of SNS interaction, such as concerns about low English proficiency shown in online engagement. Findings are discussed in relation to the effective use of technology-enhanced intercultural contact in internationalized higher education.

Due to the increasing global presence of South Korea, the interest in Korean language and culture has increased exponentially in Hungary as well. Culture is recognized as an inseparable part of foreign language learning, and to nurture successful intercultural communicators, appropriate cultural instruction is necessary in language classrooms. Recognizing the central role of textbooks in language education, as they provide guidance and framework, while they also act as “vessels” for cultural content, this research focuses on the cultural content and the potential intercultural competence development in Korean language textbooks. This study analyzes beginner Korean language textbooks published in Hungary by Hungarian authors on the basis of their cultural content to assess the extent of potential culture learning through textbooks. Qualitative content analysis was carried out based on a set of evaluative questions focusing on weighing the “cultural load”. The findings reveal that the two examined textbooks (“헝가리 학생을 위한 한국어 교재” and “흰학 1”), which are aimed for the Hungarian audience, are primarily focused on the correct use of grammars by frequently making comparisons with Hungarian grammatical structures. The textbooks are quite limited in their inclusion of cultural content, especially when compared to other widely used publications by Korean authors. The Hungarian textbooks offer little supplementary information necessary for the understanding of cultural implications, thus leaving students to decipher these implications by themselves or leaving the task to the teacher. The textbooks omit exercises where students have to make meaningful comparisons between their own Hungarian culture and Korean culture, which is an essential step in developing intercultural competence. The results imply that these textbooks – although they contain grammatical explanations in Hungarian, which is helpful for the Hungarian learners – might be less effective from the perspective of cultural education. As of yet, the current situation of Korean language education in Hungary remains academically quite unexplored, which prompts further research and dialogue.

This paper explores the integration of biblical values and character traits found in the Bible into the systematic design and delivery of study abroad programmes aimed at fostering global competency in undergraduate students. Global education has become a core subject in many undergraduate programmes worldwide, including in South Korea, due to increasing global interdependence and the consequent need to be educating students to be global citizens. However, to date, there has been a lack of systematic design and delivery in global education programmes, and this has resulted in disparities in the growth of participating students in terms of their global competency. An additional absence in research and practice in the global education field is the exploration of the potential of biblical values to inform how educators design global competency programmes. The paper presents the findings from a study abroad programme for Korean college students in the United Kingdom, in which biblical principles were applied to develop students’ understanding of multiculturalism. Although the objectives of global education curricula are often narrowly defined in the pursuit of creating a global and technology-savvy workforce, the findings demonstrate that the integration of biblical values holds potential to facilitate students’ personal growth in a broad range of areas as part of the global education experience. This study aims to open up a broader conversation among Christian educators on how global education programmes might benefit from the integration of religious values, as part of a more systematic approach to programme design and delivery.

There is increasing pressure on world language educators to expand the cultural instruction in their curriculum and to advocate for their language programs as a means to prepare learners with 21st century skills (The Four Cs: Creativity, Communication, Collaboration, and Critical thinking). In similar vein, ACTFL’s Global Competence Position Statement (2014) further described the need for language instructors to foster learners’ interactional abilities and behaviors to perform effectively and appropriately when interacting with others who are linguistically and culturally different from self. Yet many language educators are confused about best-teaching practices during this transition time from methods that focus primarily on students’ ability to use the language to communicate, to a time where it is increasingly emphasized that students should access content information through the language for meaningful cultural reflection. This paper demystifies some confusion about fostering learners’ intercultural competence in instructed language learning and concludes with a variety of tools and techniques to integrate computer-assisted language learning (CALL) and meaningful cultural inquiry at beginning levels of instruction.

Basé sur les pratiques de traduction du chinois vers l’anglais, cet article explore la compétence intertextuelle dans la traduction littéraire et la compétence interculturelle dans la traduction fonctionnelle. La compétence intertextuelle implique tant la compréhension que l’expression. La compréhension du texte source doit permettre au traducteur de voir clairement toutes les relations entre ce texte et les textes antérieurs créés par l’auteur. En construisant le texte cible, le traducteur doit être capable de créer de nouvelles relations intertextuelles si nécessaire. La compétence interculturelle désigne la capacité du traducteur à former une image claire et relativement complète des deux cultures concernées, de leurs caractéristiques respectives, de leurs ressemblances, différences et de leurs conflits, afin de faciliter la réalisation de la fonction du texte source ou la fonction visée par le traducteur dans la culture cible. La traduction littéraire et la traduction fonctionnelle peuvent avoir une relation mutuellement bénéfique en apprenant leurs forces respectives.

In today’smulticultural world, language learners’ intercultural competence (Byram, 1997)in addition to their linguistic competence has been increasingly emphasized byresearchers. For Korean as a foreign language (KFL) learners, Korean popularculture seems to have potential to be a useful resource to develop their interculturalcompetence, in that the intense popularity of Korean popular culture in manyparts of the world (Toru, 2007) have an effect on Korean language learning. This study investigates to what extent Korean popular culture influences Koreanas a foreign language (KFL) learners’ intercultural competence and suggests afew pedagogical implications. Drawing from Pavlenko’s (2007) narrative analysis,I analyze content, context, and form of two KFL learners’ narratives. The analysesdemonstrate how learners can use diverse resources including Korean movies,dramas, and people in developing their intercultural competence by acquiringintercultural knowledge and undergoing the process of ‘decentering’ from theirown cultural perspectives. The participants narratives also shed light on possiblepedagogical application of Korean popular culture in Korean language teaching,in that teachers can incorporate popular culture and other steps to develop learners’intercultural development in classroom settings.

본 연구는 여성결혼이민자들의 문화적 역량이 이들의 한국사회 문화적응에 미치는 영향력을 밝혀 여성결혼이민자들의 문화적 역량을 개발하고 강화시켜줄 수 있는 서비스나 프로그램의 필요성에 대한 근거 마련을 목적으로 한다. 이를 위해 경북 P시, D시, 경남 B시 거주 여성결혼이민자 153명을 대상으로 사회문화 적응과 심리적 적응(결혼 만족도, 삶의 만족도), 그리고 문화적 역량(문화적 지식, 문화적 기술, 문화적 태도, 문화적 인식) 수준을 살펴보았으며, 이를 바탕으로 인구사회학적 변인에 따른 문화적 역량의 차이와, 문화적 역량이 문화적응에 미치는 영향을 살펴보았다. 연구 참여자의 사회문화 적응 수준은 보통, 결혼 만족도는 약간 만족, 삶의 만족도는 약간 불만족으로 대체로 적응수준이 양호했다. 문화적 역량 수준은 문화적 태도가 가장 높고, 다음으로 문화적 기술, 문화적 인식, 문화적 지식 순이었으며, 이 중 문화적 태도에 대한 만족감이 가장 높았고, 문화적 지식을 가장 중요하며 동시에 가장 필요하다고 인식하고 있었다. 인구사회학적 변인에 따른 문화적 역량의 차이는 17개의 인구사회학적 변인들 중 거주 지역, 남편의 학력, 경제 수준에 따라서만 유의한 차이를 보였으며, 문화적 역량이 문화적응에 미치는 영향을 살펴본 결과 문화적 역량은 사회문화 적응, 삶의 만족도, 결혼 만족도, 그리고 문화적응에 유의한 정적 영향을 미쳤으며, 문화적 역량의 하위유형들 중 사회문화 적응에 영향을 미치는 요인은 문화적 지식이었고, 삶의 만족에 영향을 미치는 요인은 문화적 태도였으며, 전체 문화적응에 영향을 미치는 요인은 문화적 지식과 태도였다. 본 연구는 여성결혼이민자를 적응의 주체로 바라보며, 이들의 적응과 문화적 역량을 다차원 적으로 살펴보고, 문화적 역량이 여성결혼이민자들의 문화적응에 미치는 영향을 미치는 요인이라는 연구결과를 도출해 내었다는 데 그 의의가 있다.

The purpose of this study is to reveal the effects of cultural competence of international marriage migrant women in their acculturation levels in order to find the basis for the provision of a service that will develop and re-enforce their cultural competence. In this study, the levels of socio-cultural adaptation, psychological adaptation (marital satisfaction and satisfaction with life), and cultural competence(cultural knowledge, cultural skill, cultural attitude, and cultural awareness) were examined in 153 women from Geongsangbuk-do Province (P City and D City) and Gyeongsangnam-do Province (B city). The results were used as a basis to examine the effects of cultural competence in acculturation levels. The level of socio-cultural adaptation was normal, while marital satisfaction was little bit satisfactory, and satisfaction with life was slightly dissatisfactory in the psychological adaptation category. In the cultural competence category, cultural attitude levels rated the highest, followed by cultural skill, cultural awareness, and cultural knowledge. Amongst these, the satisfaction with cultural attitude was the highest, while cultural knowledge was considered the most essential and the most necessary. cultural competence has statistically significant effects on socio-cultural adaptation, marital satisfaction, satisfaction with life, and acculturation levels. In inspecting the relationship amongst cultural competence subcategories, cultural knowledge influenced socio-cultural adaptation, cultural attitude influenced satisfaction with life, and cultural knowledge along with cultural attitude influenced acculturation. This study is important in that it views international marriage migrant women as the main subject of acculturation, explores their acculturation levels and cultural competence in a multi-dimensional manner, and draws research findings on the effects of cultural competence on acculturation.

본 연구의 목적은 다문화청소년의 차별경험이 주관적 행복에 미치는 영향을 살펴보고, 상호문화역량이 갖는 조절효과를 검증하는데 있다. 이를 위해 다문화청소년 220명을 대상으로 설문을 실시했으며, 그 중 유효한 192부의 자료는 SPSS 25.0을 사용하여 기술통계, 상관관계, 위계적 회귀분석 등을 실시하였다. 분석결과, 다문화청소년의 차별경험은 주관적 행복에 부정적 영향을, 상호문화역량은 주관적 행복에 긍정적 영향을 미치는 것으로 나타났다. 또한, 차별경험이 주관적 행복에 미치는 부정적 영향을 상호문화역량이 완화하는 조절효과가 확인되었고, 이 조절효과는 상호문화역량의 수준에 따라 차이가 있었다. 이러한 결과를 토대로 연구의 함의를 제시하면 첫째, 다문화 차별 금지를 위한 사회적 노력을 전면적으로 전개해야 한다는 것이다. 둘째, 다문화청소년정책의 패러다임은 상호문화주의에 입각하여 전환되어야 할 필요가 있다. 셋째, 청소년들의 상호문화역량을 증진하는 프로그램이 활성화되는 것이 중요하다. 본 연구는 다문화청소년의 차별경험을 줄이고 상호문화역량의 강화를 통해 행복을 증진할 수 있도록 이론적 근거와 실천적 방안을 제시했다는데 의의가 있다.

The purpose of this study was to investigate the effects of discrimination experiences on subjective happiness of the multicultural youth and to verify moderating effects of intercultural competence.?For this purpose, 220 youths participated in a survey and 192 answerers' valid data was analyzed using descriptive statistics, correlation and hierarchical regression analysis in SPSS 25.0 program.?The results indicated that discrimination experiences has negative effects on subjective happiness, and intercultural competence has positive effects on it. Also, discrimination experiences of the multicultural youth disturb subjective happiness,?and these effects were moderated by intercultural competence, indicating that greater intercultural competence may buffer against the negative effects.?The moderating effects are prominent with more discrimination experiences. Our findings have several suggestions. First, to eradicate discrimination, social efforts such as an expansion on multicultural education for adults and teenagers are required. Second, based on interculturalism, the paradigm of multicultural youth policies need to divert to bolstering strengths of the multicultural youth.?Third, it is important to develop a program on intercultural competence. This study provides the groundwork for further exploration on how to reduce the multicultural youths' experiencing discrimination and to support their subjective happiness through strengthening intercultural competence.

다문화사회에서의 사회통합문제와 관련하여 최근 독일에서 전개되고 있 는 동향을 살펴볼 때, 간문화능력의 개념이 여러 분야에서 키워드로 사용되 고 있지만, 다른 한편으로 간문화능력과 간문화교육에 관한 질문은 내재적 문제점과 복합성을 안고 있다.이러한 배경과 문제의식에서 출발하여,이 글 은 간문화능력과 간문화교육에 대한 최근의 동향을 독일의 사례를 중심으로 살펴보고, 여기에 기초하여 한국에서의 담론과 실천을 위한 함의를 도출하 는 데 목표를 두었다.본고에서 강조할 사항은 다음과 같다.첫째, 이론적 구성개념으로서의 간문화능력과 관련해서는 여 러 가지 구성요소모형이 존재 하며,이것은 이론적 엄밀성,일반성과 영역특정성, 보편화가능성의 측면에 서 한계와 문제점을 안고 있다. 둘째, 기존의 개념정의와 모형에서 배울 수 있는 사항으로는 인성적 전제조건과 잠재력의 측면을 강조한다는 점, 간문 화적 소통․협력․공존을 위해서는 개인적․인성적 요인과 상황적 조건이 중요하 다는 점, 간문화능력이라는 구성개념은 단순히 기술적인 개념이 아니라는 점을 들 수 있다. 셋째, 간문화교육의 이론적 기초로서는 타자의 인정문제와 상징적 상호작용론을 들 수 있으며, 간문화교육의 과제를 설정하는 데 있어 서는 집단정체성과 개인정체성 사이의 긴장관계와 변증법에 중점을 두어야 한다. 넷째, 방법적 접근방안으로는 이야기, 사회적 관점취득의 기법, 그리고 간문화학습과정을 들 수 있다.다섯째,앞으로 간문화능력 및 간문화교육에 대한 담론과 토론의 활성화,정책적 과제 설정,구체적인 방법적 접근방안의 탐색 등에 보다 더 많은 관심과 주의를 기울일 필요가 있다.

The purpose of this paper is to share the findings of a study that focused on the trend of discourse on intercultural competence and intercultural education in Germany and its implications. To achieve the aim, this article identifies following themes: the concept of intercultural competence and its characteristics, the relationship and features between intercultural competence and intercultural education, and a practical example of intercultural education to enhance intercultural competence. The bottom line of this study can be underlined as follows: In terms of construction and development of intercultural competence, there are some component models which have a certain level of immanent limitations and logical complexity, but provide some possibilities regarding the preconditions or potentials of personality, the importance of personal context as well as situational conditions for intercultural communication, cooperation, and coexistence. As appropriate theoretical bases for intercultural education, we can particularly consider the matter of recognition of the 'others' and the theory of symbolic interactionism. The central task of intercultural education lies in the dialectical tension between collective or group identity and personal or individual identity. In this context, it is required to employ the methodological approaches such as story (narrative), social perspective-taking, and intercultural learning process to enhance intercultural competence. Now, German case and its discourse reveals that Korean society should address the importance of intercultural competence and provide diverse educational provisions of intercultural education. As a multicultural society is an irreversible social condition in contemporary Korea, this paper demonstrates we have to develop appropriate methodologies and practice to promote intercultural education for all in diverse ways.

본 연구의 목적은 다문화 환경으로 전환하는 학교현장에서 다문화학생들의 교육활 동을 보다 적극적으로 지원하기 위해 교육행정직공무원에게 요구되는 상호문화감수성 및 상호문화역량을 분석하고, 이를 통해 교육행정직공무원의 상호문화역량의 정책적· 실천적 방안을 제시하는 것이다. 이를 위해 I 시의 공립 학교 및 교육기관에 근무하고 있는 교육행정직공무원 330명을 대상으로 설문조사를 실시하여 불성실한 응답자 3명 을 제외하고 327명을 최종 분석하였다. 분석도구는 SPSS 22.0을 사용하여 t-검정과 일 원배치 분산분석(one-way Anova)을 실시하였으며, 교육학 박사 등 전문가 협의를 통 해 내용타당도를 확보하였고, Cronbach' a를 활용하여 신뢰도를 확보하였다. 교육행 정직공무원의 개인적 특성(성별, 연령, 직급, 근무기관, 해외체류 경험, 다문화활동 경 험)에 따라 분석한 결과 다음과 같다. 첫째, 교육행정직공무원의 개인 특성에 따른 상 호문화감수성은 해외체류 경험, 다문화활동 경험에 따라 유의미한 결과가 나왔다. 둘 째, 교육행정직공무원의 개인 특성에 따른 상호문화역량은 성별, 연령, 직급, 근무기관, 다문화활동 경험에 따라 유의미한 결과를 보였다. 이러한 연구결과를 바탕으로 교육행 정직공무원의 상호문화감수성과 상호문화역량을 증진하기 위한 정책적·실천적 방안으 로 다양한 연수프로그램 개발과 측정도구 개발 등을 제시하였으며, 본 연구는 교육행 정직공무원의 상호문화역량을 향상시키기 위한 기초 자료로서 가치가 있을 것이다.

The purpose of this research is to analyze the Intercultural sensitivity and Intercultural competencies required by Public officials in education administration in order to more actively support the educational activities of multicultural students in school sites that convert to a multicultural environment, and to present policy and practical measures. To this end, a survey was conducted on 330 Public officials in education administration working in public schools and educational institutions in I-city, and 327 respondents were finally analyzed, excluding three insincere respondents. As for the analysis tool, t-test and one-way analysis of variance (one-way Anova) were conducted using SPSS 22.0, content validity was secured through consultation with experts such as Ph.D. in pedagogy, and reliability was secured using Cronbach'a. The results of the analysis according to the individual characteristics of Public officials in education administration (gender, age, position, working institution, overseas stay experience, and multicultural activity experience) are as follows. First, the Intercultural sensitivity according to the individual characteristics of Public officials in education administration was significant according to the experience of overseas stay and multicultural activities. Second, the Intercultural competency according to the individual characteristics of Public officials in education administration showed significant results according to gender, age, position, working institution, and experience in multicultural activities. Based on these research results, various training programs and measurement tools were proposed as policy and practical measures to improve the Intercultural sensitivity and Intercultural competencies of Public officials in education administration, and this research will be valuable as basic data.

본 연구의 목적은 다문화 환경으로 전환하는 학교현장에서 다문화학생들의 교육활 동을 보다 적극적으로 지원하기 위해 교육행정직공무원에게 요구되는 상호문화감수성 및 상호문화역량을 분석하고, 이를 통해 교육행정직공무원의 상호문화역량의 정책적· 실천적 방안을 제시하는 것이다. 이를 위해 I 시의 공립 학교 및 교육기관에 근무하고 있는 교육행정직공무원 330명을 대상으로 설문조사를 실시하여 불성실한 응답자 3명 을 제외하고 327명을 최종 분석하였다. 분석도구는 SPSS 22.0을 사용하여 t-검정과 일 원배치 분산분석(one-way Anova)을 실시하였으며, 교육학 박사 등 전문가 협의를 통 해 내용타당도를 확보하였고, Cronbach' a를 활용하여 신뢰도를 확보하였다. 교육행 정직공무원의 개인적 특성(성별, 연령, 직급, 근무기관, 해외체류 경험, 다문화활동 경 험)에 따라 분석한 결과 다음과 같다. 첫째, 교육행정직공무원의 개인 특성에 따른 상 호문화감수성은 해외체류 경험, 다문화활동 경험에 따라 유의미한 결과가 나왔다. 둘째, 교육행정직공무원의 개인 특성에 따른 상호문화역량은 성별, 연령, 직급, 근무기관, 다문화활동 경험에 따라 유의미한 결과를 보였다. 이러한 연구결과를 바탕으로 교육행 정직공무원의 상호문화감수성과 상호문화역량을 증진하기 위한 정책적·실천적 방안으 로 다양한 연수프로그램 개발과 측정도구 개발 등을 제시하였으며, 본 연구는 교육행 정직공무원의 상호문화역량을 향상시키기 위한 기초 자료로서 가치가 있을 것이다.

The purpose of this research is to analyze the Intercultural sensitivity and Intercultural competencies required by Public officials in education administration in order to more actively support the educational activities of multicultural students in school sites that convert to a multicultural environment, and to present policy and practical measures. To this end, a survey was conducted on 330 Public officials in education administration working in public schools and educational institutions in I-city, and 327 respondents were finally analyzed, excluding three insincere respondents. As for the analysis tool, t-test and one-way analysis of variance (one-way Anova) were conducted using SPSS 22.0, content validity was secured through consultation with experts such as Ph.D. in pedagogy, and reliability was secured using Cronbach'a. The results of the analysis according to the individual characteristics of Public officials in education administration (gender, age, position, working institution, overseas stay experience, and multicultural activity experience) are as follows. First, the Intercultural sensitivity according to the individual characteristics of Public officials in education administration was significant according to the experience of overseas stay and multicultural activities. Second, the Intercultural competency according to the individual characteristics of Public officials in education administration showed significant results according to gender, age, position, working institution, and experience in multicultural activities. Based on these research results, various training programs and measurement tools were proposed as policy and practical measures to improve the Intercultural sensitivity and Intercultural competencies of Public officials in education administration, and this research will be valuable as basic data.

본 연구는 중국 대학 내 한국어학과 고학년 학습자의 상호문화능력 향상을 위하여전래동화 비교를 통한 문화교육 방안을 설계하고 제안하였다. 중국 내 한국어학과를졸업한 학습자들은 한국에 있는 대학원에 진학하거나 한국 기업에 취직하는 경우가 많은데, 이때 적응을 위한 상호문화능력이 필수적이다. 상호문화능력이 부족하면 새로운문화적 환경에서 적절한 의사소통을 하지 못하고, 적응에 어려움을 겪기 때문이다. 이에 문화 지식에만 편중된 중국 대학 문화교육의 한계를 넘어서고자, ‘전래동화’를 중심으로 상호문화능력 향상을 위한 문화 수업을 6단계로 설계하였다. 또한 한국과 중국의대표 전래동화를 선정하여 6단계별로 실제 수업 사례를 자세하게 설명하였다. 본 연구는 지식에 집중하는 중국 대학의 문화 교육 현장의 문제를 극복하고 중국 대학생들의상호문화능력을 향상시키는 데 집중했다는 면에서 의의가 있을 것이다.

This study suggests the planning of intercultural education from comparisons among traditional fairy tales, to enhance the intercultural competence of senior learners majoring in the department of Korean language at a Chinese university. Learners, who are graduated from the department of Korean language in China, often go up to graduate schools in Korea or get their jobs in Korean companies. Here, the intercultural culture is essential for them to adapt to them. If they have inadequate intercultural competence, they cannot efficiently communicate with others in such new cultural circumstances and have difficulty in adapting to them. To overcome the limit of Chinese universities’ culture education laying disproportionate emphasis on culture knowledge, this study, therefore, designed six steps of culture class for enhancing intercultural competence, around traditional fairy tales. In addition, it explains actual class cases in detail by six steps, by selecting the representative traditional fairy tales in Korea and China. This study may have an implication, in that it devoted itself to overcoming the limit of Chinese universities’ culture education fields stressing knowledge and improving Chinese undergraduate students’ intercultural competence.

본 연구는 중국 대학 내 한국어학과 고학년 학습자의 상호문화능력 향상을 위하여전래동화 비교를 통한 문화교육 방안을 설계하고 제안하였다. 중국 내 한국어학과를졸업한 학습자들은 한국에 있는 대학원에 진학하거나 한국 기업에 취직하는 경우가 많은데, 이때 적응을 위한 상호문화능력이 필수적이다. 상호문화능력이 부족하면 새로운문화적 환경에서 적절한 의사소통을 하지 못하고, 적응에 어려움을 겪기 때문이다. 이에 문화 지식에만 편중된 중국 대학 문화교육의 한계를 넘어서고자, ‘전래동화’를 중심으로 상호문화능력 향상을 위한 문화 수업을 6단계로 설계하였다. 또한 한국과 중국의대표 전래동화를 선정하여 6단계별로 실제 수업 사례를 자세하게 설명하였다. 본 연구는 지식에 집중하는 중국 대학의 문화 교육 현장의 문제를 극복하고 중국 대학생들의상호문화능력을 향상시키는 데 집중했다는 면에서 의의가 있을 것이다.

This study suggests the planning of intercultural education from comparisons among traditional fairy tales, to enhance the intercultural competence of senior learners majoring in the department of Korean language at a Chinese university. Learners, who are graduated from the department of Korean language in China, often go up to graduate schools in Korea or get their jobs in Korean companies. Here, the intercultural culture is essential for them to adapt to them. If they have inadequate intercultural competence, they cannot efficiently communicate with others in such new cultural circumstances and have difficulty in adapting to them. To overcome the limit of Chinese universities’ culture education laying disproportionate emphasis on culture knowledge, this study, therefore, designed six steps of culture class for enhancing intercultural competence, around traditional fairy tales. In addition, it explains actual class cases in detail by six steps, by selecting the representative traditional fairy tales in Korea and China. This study may have an implication, in that it devoted itself to overcoming the limit of Chinese universities’ culture education fields stressing knowledge and improving Chinese undergraduate students’ intercultural competence.

본고에서는 예비 한국어 교사를 대상으로, 문화 간 소통 훈련의 일환인 ‘화성인류학자’ 를 활용하여, 정의적 차원의 상호 문화 능력 신장을 꾀하는 교수․학습 방안을 제시했다. 학습자들의 과제를 분석 대상으로 하여 문 화 항목별로 분석했으며, 이에 대한 설문 내용을 연구의 결과로 삼았다. 학습자들이 선택한 주제는 한국 문화와 타 문화의 비교 5개, 한국인의 인성/가치관/집단주의 7개, 한국의 음 식 문화 2개, 한국 청소년 문화 2개, 한국의 가족 문화 3개, 한국의 쇼핑 문화 5개, 한국의 관습 및 생활 습관 6 개 등으로 일상문화, 현재적 문화가 주를 이루었다. 과제 제출 후에 이루어진 설문 조사에서 학습자들은 문화에 대한 객관적 시각 획득, 공감하고 열린 자세를 갖 게 되었다고 답해 본 연구의 목표인 정의적 능력의 상호 문화 능력이 신장되었다고 본다.

This article provides a practical and experimental teaching plan for prospective teachers of Korean-as-a second language in order to improve their intercultural competence. And the result of this plan is analyzed. In this study what has been intended is to change especially the affective competence among intercultural competence of students. The plan entitled ‘An Anthropologist from Mars’, which is a part of training intercultural competence, is applied in this study for prospective teachers of Korean-as-a second language and the outcome of their doing the assignment is analyzed. ‘An Anthropologist from Mars’ helps prospective Korean teachers to observe various aspects of Korean culture as strange things from the perspective of international Korean learners. This activity cultivates Korean teachers’ ability to understand other culture, and reduces their prejudice and fixed ideas, raising their sensibility and tolerance in teaching Korean and culture. Students have chosen 30 subjects in total for ‘An Anthropologist from Mars.’ The categories of the subjects can be classified as follows: subjects about comparison between one’s culture and other culture, 7 subjects about character, sense of values, and collectivism in Korean culture, 2 subjects about food culture, 2 subjects about juveniles’ culture, 3 subjects about family culture, 5 subjects about shopping culture, 6 subjects about custom and lifestyle. These subjects represent various aspects of daily life in current culture. An analysis of the questionnaire answered by the students indicates that this teaching plan contributed to the improvement of cultural understanding, to reducing prejudice and fixed ideas, and to increasing sensibility, tolerance and affective competence of prospective Korean language teachers.

이 논문은 우리에게 필요한 통일 역량으로서 간문화 역량(intercultural competence)이 갖는 함의를 구체적으로 탐색하고자 하였다. 간문화 역량은 언어적ㆍ문화적으로 자신과는 상이한 사람들과 상호작용을 해야 하는 상황에서 효과적으로 그리고 적절하게 소통을 하는데 필요한 능력들의 복합체를 의미한다. 이러한 간문화적 역량을 가진 사람은 자신과는 상이한 소통 방식과 행동 방식을 가진 사람들에 대한 적응력, 간문화적 상황에서 적절한 소통 방식과 행동 방식을 선택하는 인지적 유연성, 타 문화에 대한 공감과 민족상대주의적(ethnorelative)인 태도를 보여줌으로써 간문화적 상황에서 효과적으로 그리고 적절하게 행동할 수 있다. 우리 안의 민족적ㆍ문화적 다양성 그리고 북한 주민들과의 관계 속에서 나타날 수 있는 문화적 다양성에 능동적이고 효과적으로 대처하게 해 주는 간문화 역량은 통일을 준비하는 우리 국민들이 갖추어야 할 가장 중요한 통일 역량 중의 하나이다. 통일교육 현장에서 간문화 역량 계발이 활성화되기 위해서는 먼저 가르치는 교사들이 간문화 역량의 모델이 될 수 있도록 직전교육과 재직중교육ㆍ연수를 개선해야 할 것이다. 또한 통일교육 지침서의 목표와 내용에 간문화 역량을 포함시켜야 하고, 교사들은 간문화 역량 훈련을 위한 다양한 방법들을 통합적으로 활용하여야 할 것이다.

This paper was to explore the implications of intercultural competence as a kind of unification competencies that we should have for dealing with unification problems facing us. Intercultural competencies have been regarded as a complex of abilities needed to perform effectively and appropriately when interacting with others who are linguistically and culturally different from oneself. The development of intercultural competence has to be at the center of unification education because it makes us overcome the limits ethnocentrism and provides us with more realistic perspectives of unification education. To develop intercultural competence among students, intercultural competence should be new objectives and contents of unification education. It is a very important thing that teachers utilize a variety of training methods in an integrated way. In addition, it is desirable that teacher education programs are reorganized to include topics of intercultural competences.