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On Metalinguistic Development of Ethnic Korean Learners of English as a Third Language in China

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초록

중국 내 소수 민족인 조선족은 어려서부터 한국어, 중국어, 영어를 함께 배우게 된다. 유형이 서로 다른 세 개의 언어를 동시에 학습하는 과정에서 발생할 수 있는 문제점과 발달적 특징에 관하여 본 논문에서는 제1언어와 제2언어능력간의 균형/불균형과 제3언어 학습 경험이 상위언어인지능력의 발달에 미치는 영향을 중심으로 살펴보았다. 중국 연변에 위치한 초등학교 재학생 총 228명을 대상으로 이중언어능력의 균형 여부와 제3언어인 영어 학습 경험 유무에 따라 네 집단으로 나누고, 음운, 형태, 구문 세 개 영역에 있어서의 상위언어인지능력을 평가했다. 그 결과 이중언어능력이 균형 있게 발달한 집단이 불균형한 집단에 비해 전반적으로 우수하였으며, 제3언어를 학습한 경험이 있는 집단이 그렇지 않은 집단보다 더 우수하였다. 하지만 제3언어 학습 경험이 상위언어인지능력에 미치는 영향은 이중언어능력 균형 집단에서 훨씬 더 큰 것으로 드러났다. 이는 다중언어 학습이 인지능력의 발달에 긍정적인 영향을 끼치기 위해서는 학습자의 제1언어와 제2언어능력이 일정 수준 이상 균형적으로 발달되어야 함을 시사한다.

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