한국어 교실 내 교사-학습자 간 의사소통 문제와 전략에 대한 한국어 교사의 인식 연구 - 학습자 숙달도에 따른 차이를 중심으로 -

초록

This study analyzes Korean-language teachers’perceptions of communication problems that arise during classroom instruction and the strategies they employ to resolve them, drawing educational implications. An open-ended questionnaire was administered to 46 Korean-language teachers with over five years of teaching experience, who are currently teaching foreign learners in Korea. In particular, this study examined differences in perceptions based on learners’ proficiency levels. The results identified two main types of communication problems that teachers faced: learners failing to understand the teacher’s utterances and the teacher either could not comprehend or found errors in the learners’ speech. In response, teachers employed a variety of strategies, such as paraphrasing, repetition, explicit questioning, and clarification requests, adjusting their approaches flexibly depending on the context. The selection and use of these strategies varied according to learners’ proficiency. Teachers generally perceived communication strategies to be effective in enhancing learners’linguistic competence, although some expressed reservations about the effectiveness of certain strategies. These findings also highlighted the need for systematic training and practical education on communication strategies. It provides meaningful insights into enhancing the interactional competence of Korean-language teachers and offers practical directions for strategy-based instructional design in Korean-language education.

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