외국인 대학생의 ‘성찰 글쓰기’ 과목 개설을 위한 연구 - ‘자아 정체성’과 ‘문화 적응 스트레스’, ‘한국어 능력’의 상관관계를 중심으로 -

Abstract

This thesis focuses on foundation research to outline content and direction of ‘self-reflection’ writing for foreign university students. Writing class has been positioned as a ‘must’ not only a ‘necessary’ subject in university education curriculum. Various writing classes such as writing classes tailored by departments, classic literature reading and writing, discussion and writing, show the writing classes have been diversified by considering students background and collaborated with related studies. The ‘self-reflection’ writing is related with a process of finding ‘self-identity’. Like other students, foreign students studying in Korea are also in the stage of finding their own ‘self-identities’. Therefore, it’s necessary to design separate ‘self-reflection’ writing classes only for foreign students like other writing classes in universities today, as there are clear differences or common grounds between foreign and local students. However, ‘self-reflection’ writing is still very new concept to foreign students. Therefore, this thesis aims to review the correction between identified factors influencing ‘self-identity’ finding such as the level of ‘Korean proficiency’ or stress from ‘cultural adoption’ and the ‘self-identity’ finding process. The research may provide a direction on ‘self-reflection’ writing classes for foreign students. First, correlation analysis shows there is no significant relationship between a process of finding ‘self-identity’ and ‘Korean proficiency’. This analysis result shows that ‘self-reflection’ writing class is a necessary class for all foreign students without regarding their level of Korean proficiency because their ‘self-identities’ finding process does not depend on Korean proficiency. However, there is clear correlation between the process of finding ‘self-identity’ and the level of stress for ‘Korea cultural adoption’, which shows a direction to design content for the ‘self-reflection’ classes. In a different word, providing content helping students’ Korean cultural adoption leading to reduce the stress of the cultural adoption process can help them to find their ‘self-identity’. Finally, it’s necessary to tailor the level of difficulties of literature material when we provide it to students, as the research shows the lower the Korean proficiency students have, the higher stress level they have for Korean cultural adoption.