해외 한국어 학습자의 의사소통 의지에 대한 내러티브 탐구 - 중국과 프랑스 대학 내 한국어 전공자를 대상으로 -
A Narrative Exploration into the Communication Willingness of Overseas Korean Language Learners: Focusing on Korean Majors at Universities in China and France
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초록
본 연구는 내러티브 탐구로 프랑스인과 중국인 한국어 학습자의 의사소통 의지(WTC)를 비교 및 분석했다. 프랑스인 학습자는 한류 문화로 인한 내적 동기가 높았으나 자유로운 학습 환경 속에서 WTC가 낮아진 반면, 중국인 학습자는 외적 동기가 ‘자기 투자’로 전환되며 점차 엄격한 교실 분위기에서도 높은 WTC를 보였다. 본 연구는 서로 다른 문화적 배격의 학습자의 WTC를 미치는 영향을 분석하고 이를 고려하여 맞춤형 교수 방안의 개발이 필요하다는 것을 강조한다.
Abstract
This study utilizes a narrative inquiry approach to deeply analyze the factors influencing the Willingness to Communicate (WTC) among French and Chinese learners of Korean. The findings reveal that French learners initially exhibited strong intrinsic motivation rooted in their interest in ‘Hallyu’ culture. However, their actual Korean language usage frequency and WTC remained low, a phenomenon attributed to their cultural background emphasizing individual freedom and national pride. In contrast, Chinese learners, although initially driven by instrumental motives, began to perceive their language studies as a form of strategic personal investment. They viewed mastering Korean not just as a skill but as a crucial asset for long-term academic and professional development. This evolved mindset fostered a shift towards integrative motivation and resulted in a demonstrably higher WTC. This contrasting pattern was linked to the distinct educational culture in China, characterized by strict discipline and an emphasis on professionalism. Based on MacIntyre’s (1998) WTC pyramid model and Peng’s (2010) influencing factors model, this research confirms the significant impact of learning motivation and classroom environment on WTC. These findings suggest the necessity for developing tailored teaching methods and curricula in overseas Korean language education, considering the unique characteristics and psychological dynamics of learners from different cultural backgrounds. Furthermore, this study includes a reflection on the researcher’s own perceptions and ethics, extending the scope of academic discourse by posing a fundamental question regarding the underlying motivations behind our specific approaches to understanding learners.