중등영어교사들의 문화간 의사소통능력 교수 현황, 인식 및 교수 역량에 관한 고찰

The present study examined the practices, perceptions, and professional competences of intercultural communicative competence (ICC) teaching by Korean and native English-speaking(NES) teachers of English in Korea. Data collected from 100 teachers (50 Korean teachers and 50 NES teachers) were used for the analysis. A self-report questionnaire was employed to probe into teachers’ practices and perceptions of ICC teaching. Based upon a model for profession-oriented competences for foreign language teachers, teachers’ professional competences of ICC teaching were also measured. Both Korean and NES teachers reported that they frequently incorporated the teaching of culture or ICC into their English instructions. More than 90% of the two teacher groups agreed on the importance of ICC teaching in Korean secondary English education. However, there is a gap in teachers’ perceptions between ICC objectives and whether and how to assess their students’ ICC. Lastly, the two teacher groups rated rather highly on their professional competences for ICC teaching, but their degrees of confidence on the subareas of competences showed differences. Implications for English teacher education were discussed along with study limitations and recommendations for future research.