한국어 학습자에 대한 다중언어주의적 접근

Plurilingual Approach to Learners of Korean Language: Focusing on Foreign Language Learning Experiences of International Students in a Study-Abroad Context in Korea

The purpose of this study is to explore the language learning experiences of international university students studying abroad in Korea, and to examine their perceptions and attitudes toward plurilingual competence. 100 international students at a Korean university were surveyed on their experiences learning and using foreign languages, and additional in-depth interviews were conducted to examine how learners’ language learning experiences, perceptions, and attitudes toward plurilingual competence could impact Korean language learning. According to the survey, all participants have learned more than two languages, with 36% of participants having learned three, 11% having learned four, and 4% having learned five or more languages. English was the dominant initial language learned, while Korean was most often learned as a second or third language. Various language learning experiences confirm that learners - as plurilingual speakers - shape their communication skills through the interaction between language knowledge and learning experiences that comprise their language repertoire. Learners’ perceptions of plurilingual competence were generally positive, but they lacked awareness of themselves as a plurilingual speaker. The study found the need for cross-linguistic and intercultural teaching and learning methods alongside education policies that enable learners to recognize the value of their linguistic and cultural assets.