AIC-CCS를 활용한 중국인 학문목적 학습자의 상호문화능력 연구

A Study on the Intercultural Competence of Chinese Students with Academic Learning Purposes Using AIC-CCS

The present study uses the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) evaluation tool designed by Peng, Wu, & Fan (2013) to measure the intercultural competence of Chinese students with academic learning purposes and understand educational components of intercultural learning from the evaluation results. The results of the AIC-CCS measurement from the sample of Chinese college students attending a university in Seoul are as follows: the average of the total AIC-CCS was 4.18; the standard deviation was 0.75; and the Cronbach’s alpha coefficient was 0.887. In the subdomains of the AIC-CCS, the average of the attitude (M=4.43) was the highest, while the average of the understanding of others (M=3.88) was the lowest. Furthermore, the participants’ awareness for the subdomains of history of China (M=3.85), overall Korean culture (M=3.62), sociocultural values of Korea (M=3.77), and taboos (M=3.85) appeared lower than the total average (M=4.17). Based on these measurement results, the present study suggests that the starting point of designing educational components and contents from the perspective of intercultural education needs to be the target culture of the learners. The present study also reveals that in developing learning materials and programs for cultural education, furtherresearch and discussion in the satisfaction levels of learners and theapproachability and efficiency of the learning tools must be conducted. Finally, the present study suggests that the educational componentsmust be derived from verbal and non-verbal communication skillsand intercultural sensitivity during intercultural communication tocultivate intercultural competence of students. The present studyoutlines the educational components that consist of cultivatingintercultural awareness and adaptability which enable learners tocommunicate appropriately and efficiently during interculturalcommunication by recognizing sensitive situations based on studentsown culture as well as the target culture.