교환학생 학습자의 한국어 학습 배경 및 학습 요구 분석 -중급 한국어 쓰기 과목을 중심으로-

Abstract

This study aims to examine the Korean language learning backgrounds and learning needs related to the course by conducting in-depth interviews with five exchange students enrolled in an intermediate Korean writing course. Firstly, regarding the participants' Korean learning backgrounds, their proficiency levels were intermediate or above. Their Korean acquisition environments were categorized into three types: KSL learning background (Learner B), KFL learning background (Learners A, C, and E), and heritage language learning background (Learner D). Their initial motivations for learning Korean were broadly categorized into interest in and curiosity about Korean culture (Learners A and F), academic major selection (Learners B and C), and the establishment of linguistic and cultural identity as a Korean (Learner D). Secondly, regarding the relationship between Korean writing courses and Korean learning, the former was a common challenge for all participants. Due to the speaking- and listening-focused nature of classes at their home universities or the lack of dedicated writing courses, the participants exhibited a strong need for writing-focused education. Most of them showed a willingness to improve their writing skills intensively while expanding their basic Korean communication skills by concurrently enrolling in integrated Korean courses at a Korean Language Institute. Lastly, participants expressed the following needs for content to be addressed in the intermediate Korean writing course: 1) concurrent learning of Korean vocabulary, grammar, and expression patterns, 2) increasing knowledge of Korean society, history, and culture, 3) academic writing based on research and data analysis, and 4) content related to TOPIK writing. Based on the findings of this study, we suggest that a task-based syllabus could be developed for intermediate Korean writing courses, considering the learners' varying proficiency levels and diverse learning backgrounds. This could include organizing and presenting intermediate-level vocabulary and grammar expressions, as well as conducting writing classes utilizing visual materials such as graphs and charts to explore the potential of genre-based writing instruction.