한국어 교사는 ‘교재의 실제성’을 어떻게 인식하는가?

다국어 초록 (Multilingual Abstract)

The purpose of this study is to clarify how Korean teachers aware the authenticity of L2 Korean textbooks. To this end, three highly experienced Korean language teachers were given a rating of the authenticity of the three textbooks. ‘The Rating Scale of Authenticity for Korean Textbook’ was used based on three evaluation reference points(‘learner’, ‘classroom environment’ and ‘real world’). Focused group interviews were conducted on three teachers for the evaluation items with a wide score difference. In the focused group interview, Korean teachers were rating authenticity of textbooks more multi-dimensionally with these three points, and there were some differences of views on these points, relative weights on them and so on. According to this analysis, Korean teachers’ awareness of the textbooks authenticity is as follows. First, each teacher had his or her own view of the authenticity of the textbook. Second, the teacher’s basic view of authenticity is not fixed and can be adjusted. Based on the results of the study, a ‘Teacher’s awareness framework for the authenticity of textbook’ was constructed and proposed.

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