중등영어교사들의 문화간 의사소통능력 교수 현황, 인식 및 교수 역량에 관한 고찰
English teachers’ practices, perceptions, and professional competences of intercultural communicative competence teaching
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The present study examined the practices, perceptions, and professional competences ofintercultural communicative competence (ICC) teaching by Korean and native English-speaking(NES) teachers of English in Korea. Data collected from 100 teachers (50 Korean teachers and50 NES teachers) were used for the analysis. A self-report questionnaire was employed to probeinto teachers’ practices and perceptions of ICC teaching. Based upon a model forprofession-oriented competences for foreign language teachers, teachers’ professionalcompetences of ICC teaching were also measured. Both Korean and NES teachers reported thatthey frequently incorporated the teaching of culture or ICC into their English instructions. Morethan 90% of the two teacher groups agreed on the importance of ICC teaching in Koreansecondary English education. However, there is a gap in teachers’ perceptions between ICCobjectives and whether and how to assess their students’ ICC. Lastly, the two teacher groupsrated rather highly on their professional competences for ICC teaching, but their degrees ofconfidence on the subareas of competences showed differences. Implications for English teachereducation were discussed along with study limitations and recommendations for future research.
Abstract
The present study examined the practices, perceptions, and professional competences ofintercultural communicative competence (ICC) teaching by Korean and native English-speaking(NES) teachers of English in Korea. Data collected from 100 teachers (50 Korean teachers and50 NES teachers) were used for the analysis. A self-report questionnaire was employed to probeinto teachers’ practices and perceptions of ICC teaching. Based upon a model forprofession-oriented competences for foreign language teachers, teachers’ professionalcompetences of ICC teaching were also measured. Both Korean and NES teachers reported thatthey frequently incorporated the teaching of culture or ICC into their English instructions. Morethan 90% of the two teacher groups agreed on the importance of ICC teaching in Koreansecondary English education. However, there is a gap in teachers’ perceptions between ICCobjectives and whether and how to assess their students’ ICC. Lastly, the two teacher groupsrated rather highly on their professional competences for ICC teaching, but their degrees ofconfidence on the subareas of competences showed differences. Implications for English teachereducation were discussed along with study limitations and recommendations for future research.
참고문헌 (37)
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