학문목적 학습자의 상호문화 의사소통 능력 함양을 위한 상호문화 감수성 연구

이원희 이중언어학회 2018 이중언어학 Vol.72 No.-

The purpose of the study aimed to examine the intercultural sensitivity of Chinese language learners with an academic purpose attending Korean universities and to extract the educational components that needs in training programs for developing Intercultural Communication Competence(ICC). As the intercultural sensitivity measurement tool, the Intercultural Sensitivity Scale(ISS) developed by Chen & Startosta(2000) was used after being modified for the Korean context. For the statistical processing, SPSS Win Ver. 24 program was used. T-test and one-way ANOVA were partially used, and the reliability was verified using the Cronback-α through a posteriori test. The overall average of the intercultural sensitivity of the research participants was 3.64, which was satisfactory on the 5 point Likert scale. In the lower five categories, the average score of respect for cultural differences was the highest(M=4.08), and the intercultural confidence was the lowest(M=3.20). Based on the results of the intercultural sensitivity measurement, six factors related to behavioral domain of intercultural communication competence that predicts conflict and misunderstanding and respond to them sensitively and flexibly were deducted. These factors are designed for stimulus factors that can be included in the training of intercultural communication competence development. The six factors were designated as stimulus variables, and the adequacy was tested using factor analysis and regression analysis. The six factors deducted through the test results were revealed to be stimulus factors with significant explanatory power, having the ability to statistically explain the correlation of intercultural sensitivity and intercultural communication competence. A follow-up study proved that the six factors extracted in the present study must be included in designing training programs for intercultural sensitivity and intercultural communication competence. A further study is needed to expand the design of intercultural sensitivity development training for learners of the Korean language thus they can develop Korean language communication skills appropriately and effectively for intercultural communication. Furthermore, in order to develop intercultural sensitivity, further studies on realistic education methodology from intercultural education perspective based on intercultural communication competence must be continued. 본 연구의 목적은 학문목적 학습자의 상호문화능력 함양을 위해 국내 대학에 재학 중인 중국어권 학문목적 학습자의 상호문화 감수성을 측정하고 이를 토대로 상호문화교육에서의 상호문화능력 함양 훈련 프로그램에 포함되어야 할 교육적 구성요소를 추출하는 것이다. 상호문화 감수성 측정 도구는 Chen&Startosta(2000)가 고안된 상호문화 감수성측정도구(Intercultural Sensitivity Scale, ISS)를 한국의 문화적 맥락에 적합하도록 수정·보완하여 사용하였다 통계처리는 SPSS Win Ver.24 프로그램을 사용하였다. T검증(t-test)과 일원 분산 분석(on–way ANOVA)을 부분적으로 사용하였으며, 도구의 신뢰도(reliability) 검증은 Cronbach-α 사후검증을 통해 이루어졌다. 연구대상자의 상호문화 감수성 전체 평균은 3.64로 5점 리쿼트(Likert) 척도를 사용하였을 때 비교적 양호한 편으로 나타났다. 하위 5개 영역 중 문화차이 존중도의 평균점수(M=4.08)가 가장 높았으며 상호작용 자신도(M=3.20)가 가장 낮게 나타났다. 상호문화 감수성 측정 결과를 토대로 상호문화능력 배양 훈련에 포함될 촉진 요소 고안을 위해 의사소통 상황에서 갈등과 오해의 상황을 미리 예측하고 이에 민감하고 유연하게 대응할 수 있는 상호문화능력의 행동적 영역과 관련된 요소 6개를 추출하였다. 추출된 6개의 요소를 상호문화능력 촉진 변인으로 설정하여 요인분석(factor analysis)과 회귀분석(Regression Analysis)을 통하여 도구의 적합성을 판단해 보았다. 검사결과 추출한 6개의 요소는 상호문화 감수성과 정적 상관관계, 즉 유효한 설명력(explanatory power)을 갖춘 촉진 요소로 밝혀졌다. 향후 상호문화 감수성과 상호문화능력 배양 프로그램 고안에 있어서 본고에서 추출한 6개 요인이 포함되어야 함을 밝힌다. 후속 연구를 통해 향후 상호문화 감수성 배양 훈련이 고안되어 한국어 학습자가 상호문화 의사소통의 상황에서 적합성(Appropriateness)과 효과성(Effectiveness)을 갖춘 한국어 의사소통 능력을 함양하기를 기대해 본다. 또한 상호문화 감수성 배양을 위해 상호 문화적 능력을 토대로 한 상호문화교육(Intercultural education)의 관점에서 실제적인 교육 방법론에 대한 후속 연구도 계속되어야 할 것이다.

THE REALITY OF INTERCULTURAL COMMUNICATION AT KOREAN FDI IN VIETNAM

Kim Tae-kyu 한국베트남학회 2023 한국베트남학회 학술대회 Vol.2023 No.10

This article focused differences on intercultural communication from Korean managers and Vietnamese employees. The objective of this article is to identify disparities and commonalities in business communication practices between Korean managers and Vietnamese employees. The theoretical part of this article is titled as intercultural communication. The definition of intercultural communication, culture’s influence on perception, obstacles in intercultural communication and intercultural communication competences are covered in this part. For empirical research part, qualitative research is used to study the in-depth of this article’s objective. Data was collected through interviews and previous published literatures. The interviews were conducted with six Korean managers, who had extensive of experiences in dealing with people from different cultures. Also, ten Vietnamese employees with experiences in working at Korean FDI in Vietnam for the interview. According to the research results, there were differences as well as similarities perspective on intercultural communication between Korean managers and Vietnamese employees. The research also revealed the challenges experienced by individuals from both cultures when collaborating, encompassing variations in working styles, language proficiency levels, and the use of non-verbal communication. These challenges could create miscommunication and misinterpretation in intercultural communication from the interviewees’ perspective. The research’s findings also addressed strategies for surmounting these challenges. Successful intercultural communication necessitated the cultivation of patience and keen observational skills. Embracing cultural differences while actively seeking common ground provided a foundational understanding for effective communication. Moreover, observations underscored the importance of adaptability, emphasizing the need to tailor communication and behavior to specific contexts. Striving for clarity in communication emerged as a key tactic to prevent misunderstandings.

Comparative Analysis Intercultural Interaction in the Process of Communication: Within Fundamental Discipline of English and German

Larionova Irina,Kapysheva Gulnar 한국글로벌문화학회 2022 글로벌문화연구 Vol.13 No.2

이 연구에서는 복잡한 상호작용 과정에서 나타나는 행동양식을 분류하여 문화간 의사소통의 형태를 유형화하고 탐구하였다. 선행 연구에 따르면, 의사소통 과정의 핵심부분은 상호 영향력의 크기이다. 관심사, 감정 등의 교환을 통한 의사소통은 개별 문화공동체내의 관계와 발전을 위한 중요한 도구이다. 이문화 커뮤니케이션은 다른 문화의 대표 요소간의 의사소통이기 때문에 복잡한 과정이다. 이러한 특성을 고려한 이 논문은 집단 수준과 개인 수준의 이문화 커뮤니케이션에서 나타나는 모든 의사소통 행위에 지식 언어 및 문화코드와 같은 효과적인 이 문화 의사소통의 구성 요소가 있다는 사실을 주시한다. 또한 비언어적, 준언어적인 의사소통 수단의 사용이 이해를 통한 성공적인 문화간 상호작용을 촉진하는 언어교육의 필수 과정이라는 점을 확인하였다. 결론에서, 저자는 효과적인 이문화의 중요한 구성 요소는 의사소통 기술, 즉 교육 과정에서 사람들과의 적절한 관계를 수립하고 유지하기 위한 정신적, 실용적인 행동양식, 그리고 교육과 사회의 정보화 환경에서 전문적인 교육 행동양식의 필수조건을 제시하였다. This article explores intercultural communication, which is a complex process consisting of certain actions. In the process of communication, there is the mutual influence of people on each other; exchange of interests, feelings, etc. Communication is an important tool for human relations and progress in the human community. Intercultural communication is a more complex process, as it is communication between representatives of different cultures. For the object, this paper argues that intercultural communication both at the level of groups and at an individual level and takes into account the fact that in every communicative act there are components of effective intercultural communication, such as good knowledge of language and culture, as well as the use of non-verbal, para-linguistic means of communication that promote understanding and successful intercultural interaction. In the conclusion, the authors present the results of experimental work, where an important component of effective intercultural communication is communication skills, i.e. possession of mental and practical actions aimed at establishing and maintaining appropriate relationships with people in the process of education, and then in professional activities in the conditions of informatization of education and society.

A Semiotic Phenomenological Explication of Intercultural Communication: A Challenge for a New Paradigm of Intercultural Communication Studies

이두원 한국커뮤니케이션학회 2019 커뮤니케이션학연구 Vol.27 No.4

This study is designed to explore the intercultural communication phenomenon in human communication from the perspective of a semiotic phenomenology. Semiotic phenomenology has its roots in both phenomenology, the study of the structures of experience and consciousness, and semiotics, the study of signs, symbols, and signification as communicative behavior. Both semiotics and phenomenology in common belong to philosophy and methodology which in scholarship is about ‘how’ to look at things or phenomena. Thus, a semiotic phenomenological approach to human communication is embedded with the phenomenological premise that ‘the world exists as much as it appears in human consciousness’ and the semiotic premise that human consciousness and experience are ultimately composed of signs. Over the last three decades, most intercultural communication studies have approached intercultural communication as if intercultural communication were an objective phenomenon, treating it as if there was always a compatibility and substitution system between the two cultures. From a semiotic phenomenological perspective, this study examines those taken for granted assumptions in intercultural communication studies and challenges to open up a new paradigm to approach intercultural communication as the intercultural phenomenon occurring in one’s consciousness and semiotic world.

간문화소통과 다양성관리에 대한 연구동향과 함의 : 독일의 사례를 중심으로

허영식 한독사회과학회 2014 한독사회과학논총 Vol.24 No.3

본고는 독일의 사례를 중심으로 하여 간문화소통과 다양성관리에 대한 연구동향을 살펴보고 그 함의를 도출하는 데 목적을 두었다. 이를 위하여 간문화소통과 간문화연구, 간문화소통과 간문화교육, 그리고 다양성관리와 다양성연구에 대하여 기술하였다. 이 글에서 강조하고자 하는 사항은 다음과 같이 몇 가지 명제로 정식화하여 제시할 수 있다. 첫째, 간문화현상에 대한 연구와 다양성 및 다양성관리에 대한 연구에서 모두 간학문적 접근방안이 우세하다는 것을 확인할 수 있다. 둘째, 간문화소통과 다양성관리의 공통점으로서 간문화능력을 목표개념으로 설정하고 있다. 셋째, 다양성관리는 간문화소통의 활성화를 위해 방법적 측면에서 적절한 단서를 제공할 수 있을 것으로 보인다. 넷째, 간문화소통과 간문화관리의 연관성에서도 다시 확인할 수 있는 사항이지만, 간문화관리를 포함하고 있는 다양성관리는 결국 간문화소통의 강화를 위해 중요한 접근방안이다. 다섯째, 우리 사회도 역시 간문화소통․간문화능력․간문화교육․간문화관리․다양성관리의 밀접한 연관성을 고려하면서, 간문화현상과 다양성현상에 대한 연구를 수행할 필요가 있다. The purpose of this paper is to share the findings of a study that focused on the research trend on intercultural communication and diversity management in Germany and its implications. To achieve the aim, this article identifies following themes: intercultural communication and intercultural studies, intercultural communication and intercultural education, and diversity management and diversity studies. The bottom line of this study can be formulated as follows: First, in the studies on the phenomena of intercultural communication as well as in the studies on the diversity concept and diversity management, one can identify the increasingly dominant role of interdisciplinary approaches. Second, one of the common characteristics in the studies both on intercultural communication and diversity management lies in the formulation of intercultural competence as an important goal concept. Third, diversity management seems to provide an appropriate methodological cue for activating intercultural communication. Fourth, as we can identify once more in the relationship between intercultural communication and intercultural management, diversity management including intercultural management in itself is, after all, an important approach towards strengthening intercultural communication. Fifth, our society also needs to perform the studies on the phenomena of interculture and those of diversity especially considering the relationship and interconnectedness among intercultural communication, intercultural competence, intercultural education, intercultural management, and diversity management.

What's in a Word? Findings from Experiential Group Intercultural Communication Projects

Susan L. Luck,Stephanie Swartz 한국경영커뮤니케이션학회 2018 Business Communication Research and Practice Vol.1 No.2

Objectives: To compete and be successful in the world businesses, no matter at what level of employment, employees need intercultural communication competency skills. As many universities teach theories about intercultural communication, the researchers created an experiential exercise designed to make students apply this theoretical knowledge. Methods: We paired students from a Business Communication course in the United States with a similar course in Germany for group projects. For each course with between 25 and 30 students, teams of two or three members were formed. Students experienced intercultural communication in their teams by working to create policies for a new company formed by the merger of a German and an American company. The project taught the students that the theories alone were not enough to make a global team effective. Students were tasked to keep track of all communications, which were then discussed in class. Results: One of the most interesting results lay in how the exact use of specific words could change the communication. Specific and direct knowledge of how each culture used specific phrases and terms is vital for the group to communicate well and go beyond differences to achieve results. Conclusions: Teaching intercultural communication competency skills with experiential projects allows students to be prepared for the reality of today’s workplace. It does help educators understand that incorporating experiential intercultural projects within coursework is not optional; it is vital to the students’ post-graduation success.

다문화 사회의 (한)국어 수업 : 다문화시대 문화간 의사소통 능력 향상을 위한 교육 자료

권순희 ( Soon Hee Kwon ) 국어교육학회 2010 國語敎育學硏究 Vol.38 No.-

문화간 의사소통이란 낯선 문화와 가치 체계를 이해하고 낯선 문화를 가진 사람들과 알맞은 방식으로 의사소통하고 행동하며, 그들을 이해하는 능력을 의미한다. 즉, 다른 문화권을 배경지식으로 하고 있는 사람과 효율적인 상호작용을 할 수 있는 실질적인 능력을 의미한다. 문화간 의사소통을 향상시키기 위해 문화간 의사소통에 관련된 실질적 교육 자료를 제시하는 것이 필요하다. 이 연구는 문화간 의사소통 교육에 필요한 교육 자료를 제시하는 것을 목적으로 한다. 문화간 의사소통에 대한 자료를 제시하는 틀로 문화간 의사소통적 지식, 문화간 언어적 감수성, 문화간 풍속과 행위를 교육 요소로 정하고, 인식, 이해, 수용, 창작, 표현을 학습자의 반응 틀로, 차이로 인한 오해 사례, 비교 사례, 조화로운 수용 사례와 같은 관계틀을 제시하였다. 그러나 이 제시 틀을 분석적으로 접근하기보다는 통합적으로 접근할 필요가 있다. 이 연구에서 제시한 교육 자료는 다음과 같다. 첫째, 문화간 의사소통의 일화를 제시하여 문제 의식을 제공하였으며, 둘째, 세계화됨으로써 언어문화 이해에 변화가 일어날 수 있음을 자료로 제시하였다. 셋째, 중국 언어문화를 소개하고, 광고, 영화에 나타난 외국인의 관점으로 살펴본 언어문화 이해를 기술함으로써 문화간 의사소통 자료를 제시하였다. 문화간 의사소통 자료는 방대한 양을 다루어야 할 문제이기 때문에 공동 연구를 통해 체계가 이루어져야 할 것이다. Intercultural communication is to understand different cultures and their systems of value, to communicate with people from different cultures in the appropriate manner, and to understand people from different cultures. In other words, that means the practical ability to interact with people from different cultures. In order to improve intercultural communication ability, it is necessary to present substantial materials. The purpose of present study is to present materials for the education of intercultural communication. As the frame work for presenting materials for the education of intercultural communication, intercultural communication knowledge, intercultural linguistic sensitivity, and intercultural customs and actions were chosen for educational elements. Recognition, comprehension, reception, creation, and expression were offered as the learners` action framework. Examples of misunderstanding due to differences, examples of comparison, and examples of harmonious acceptance were exhibited as the relations framework for different languages and cultures. These frameworks should be studied not by analytical manner but by integrated manner. Through this study educational materials were suggested as follows: 1) Awareness of issues was offered by showing episodes of intercultural communication, 2) Data, supporting the idea that understanding of language and culture could be varied by globalization, were presented, 3) Materials for intercultural communication were presented by introducing Chinese language and culture, and analyzing the foreigners` understanding of language and culture appeared in advertisements and movies. Further joint studies will be necessary to make the systems for treating a large amount of materials for intercultural communication.

문화 간 의사소통 능력 향상을 위한 한국어 말하기 전략 교육 방안

정다운,손다정 국제한국언어문화학회 2020 한국언어문화학 Vol.17 No.3

이 연구는 한국어 학습자의 문화 간 의사소통 능력 향상에 필요한 한국어 말하기 전략의 교육 방안을 마련하는 데 목적이 있다. 문화 간 의사소통이란 서로 다른 문화가 대면하는 상황에서 의사소통 참여자가 서로 상호작용하면서 실시하는 의사소통을 말한다. 의사소통에서 서로 다른 문화가 작용할 때 이문화에 대한 이해와 이를 처리할 수 있는 전략을 사용할 수 없으면 갈등이 유발된다. 그러므로 서로 다른 문화의 작용으로 인해 갈등이 유발될 때 이를 극복하면서 성공적으로 의사소통하기 위해서는 문화 간 의사소통 능력이 필요하다. 본고에서는 말하기에서 문화 간 의사소통 능력을 향상시키기 위해서는 문화 간 의사소통 단계에서 활용될 수 있는 말하기 전략 교육이 필요하다고 보았다. 이를 위해 먼저 문화 간 의사소통 단계를 ‘발견-지식 활성화-해석-조절’의 단계로 이해하고 말하기 전략은 특히 ‘조절’ 단계에 적용할 수 있다고 보았다. ‘조절’ 단계에서 학습자는 한국 문화에 맞추어 발화하거나 혹은 대화 상대자와 협상을 시도하는 말하기 전략을 사용할 수 있다. 이와 같은 전략 사용 능력을 바탕으로 문화 간 의사소통 능력을 신장하기 위한 ‘도입-분석-설명-토론-적용-마무리’의 수업 모형을 제안하였다. The purpose of this study was to suggest suitable methods for teaching Korean speaking strategies to improve Korean learners’ intercultural communicative competence. Intercultural communication refers to communication between participants interacting with each other when different cultures come into contact with each other. When people from different cultures communicate, a lack of understanding of the basic cultural differences influencing intercultural communication can result in miscommunication or conflict in communication. Therefore, intercultural communicative competence is needed for successful communication between cultures. This paper posits that speaking strategy education, which can be used in intercultural communication, is necessary to improve intercultural communicative competence in speaking. Intercultural communication is understood as comprising the stages of “Discovery- Knowledge Activation-Interpretation-Adjustment.” Speaking strategies can be applied especially at the “Adjustment” stage, when Korean learners can use speaking strategies in accordance with Korean culture or by attempting to negotiate with their interlocutors. Based on the students’ ability to use speaking strategies, the teaching model of “Introduction- Analysis-Explanation-Discussion-Application-Finishing” can be used in Korean language education to enhance intercultural communicative competence.

Exploring Intercultural Communication Themes in English Classes Through the Movie Outsourced

Lee Andrea Rakushin 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.4

Since English is the global language, it is important for English language learners to be proficient in the language and knowledgeable about intercultural communication in English-speaking countries and other countries that use English as a lingua franca. Movies can be an informative and memorable tool for teaching intercultural communication concepts. This descriptive exploratory study centers on the movie Outsourced (Jeffcoat, 2006), which is about an American expatriate in India. He experiences many frustrations trying to assimilate to an unfamiliar culture, but he eventually adapts and appreciates his new lifestyle. Research objectives centered on determining which intercultural communication themes South Korean English language learners in university could identify in the movie as well as how they viewed these themes. The study also sought to examine how the learners perceive the effectiveness of using the movie to learn about intercultural communication. Data included a worksheet, class discussions, and an essay which were each analyzed through qualitative content analysis. Students were able to identify primary themes related to intercultural communication and generally perceived the movie favorably as a tool for learning about intercultural communication. Practical suggestions are provided for instructors who are considering using movies in the classroom to teach cross-cultural communication or cultural themes.

Intercultural Competency and Communication

Elisabeth Pohl 국제지역연구학회 2013 국제지역학논총 Vol.6 No.1

지난 몇 년간, 국가 간의 세계화와 현존하는 그리고 새로운 시장들의 개방은 엄청나게 확대되었다. 상품과 원자재의 교류는 국제적으로 진행되고 있으며, 세계화는 나날이 확대되어 국가적 차원을 넘어, 대륙들 간의 교류로 발전하고 있다. 모든 것들을 언제나 이용할 수 있고 상품이 과잉 공급됨에 따라, 경쟁과 교류의 험난한 세계에서 살아남기 위하여 문화 간의 적응 능력 그리고 소통은 이전보다도 훨씬 더 많이 요구된다. 이를 위해 문화 간 적응 능력과 소통의 의미에 대하여 이해하고 그를 규정해야 한다. 이는 단지 외국어를 말하는 것이나 다른 국가의 사회 기반 시설과 정치적, 사회적 상황을 아는 것 그 이상의 일이다. 철학적, 사회학적 그리고 심리학적 관점에서 보면, 문화 간 적응 능력 및 소통은 어느 세대에서건 가장 중요한 필수요소 일 것이다. 인력, 문화적 양상들과 상품들의 교류와 유통, 소통, 은 몇 년간 빠르게 성장해왔으며 미래에도 이는 지속될 것이다. 그러므로 통합 없이 “살아남기 위하여”, 새롭고 도전적인 상황에 적응하는 것은 문화 간 교류를 지향하는 자발적 의지 없이는 불가능할 것이다. Over the last years, the international globalization and the opening of existing and new markets were growing enormous. The exchange of products and raw materials is international and the globalization is growing from day to day not only across countries but also across continents. Due to the availability of everything and the “over” offer of products, intercultural competency and communication is more than needed to survive in the hard world of exchangeability and competition. Having said that, it must be understood and defined, what is meant by intercultural competency and communication. It is much more than just speaking foreign languages or knowing about the infrastructure and the political or social situation in another country. From a philosophical, sociological and psychological standpoint of few, intercultural competence and communication will be most important necessity for any generation. The exchange and flow of products communication, people and cultural aspects has grown very fast over the years and will still grow in the near future. Therefore to “survive” without Integration, Adaption to new and challenging situation will not be possible anymore without the willingness for intercultural exchange.