한국인 대학생의 문화간 의사소통능력에 영향을 주는 요인에 대한 연구
A study on factors related to Korean university students’ intercultural communicative competence
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The goal of the study is to examine factors related to Korean university students’ intercultural communicative competence (ICC). To this end, the study explores how three factors-participants’ English language proficiency (LP), intercultural competence (IC), and learning background factors (LB)-are related to each other. Data were collected from one-hundred twelve (N=112) university students, and they were asked to complete a series of questionnaire and tests to check their levels of English language proficiency and intercultural competence. They also marked the period of study abroad and the period of English study they have had for their learning background factors. All the results from the questionnaire and tests were examined using multivariate analysis of variance (MANOVA), factor analysis, and structural equation model (SEM). From the results, 1) it was found that the period of study abroad was related to both language proficiency, and intercultural competence, 2) IC was strongly related to LP, and 3) the domain of ICC well explained LP, IC, and LB, implying LP, IC, and LB could be valid factors constructing ICC. Pedagogical implications and suggestions are discussed.
Abstract
The goal of the study is to examine factors related to Korean university students’ intercultural communicative competence (ICC). To this end, the study explores how three factors-participants’ English language proficiency (LP), intercultural competence (IC), and learning background factors (LB)-are related to each other. Data were collected from one-hundred twelve (N=112) university students, and they were asked to complete a series of questionnaire and tests to check their levels of English language proficiency and intercultural competence. They also marked the period of study abroad and the period of English study they have had for their learning background factors. All the results from the questionnaire and tests were examined using multivariate analysis of variance (MANOVA), factor analysis, and structural equation model (SEM). From the results, 1) it was found that the period of study abroad was related to both language proficiency, and intercultural competence, 2) IC was strongly related to LP, and 3) the domain of ICC well explained LP, IC, and LB, implying LP, IC, and LB could be valid factors constructing ICC. Pedagogical implications and suggestions are discussed.
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