한국어 교실의 쉬는 시간 체험에 대한 현상학적 탐구

A phenomenological inquiry on the break times experiences in Korean language classrooms

The purpose of this study is to comprehensively understand the meaning of break times experienced by learners in Korean language classrooms from a phenomenological perspective. Employing Giorgi's Descriptive Phenomenology method, the researcher approached the phenomenon as it is and explored the essential meaning of the experience. The findings revealed the essence of independence, connectedness, emotional stability, physical well-being, learning management, daily life management, and intercultural understanding. The essence of ‘independence’ was derived from breaks experienced during real-time online classes, in contrast the essences of ‘connectedness’ and ‘intercultural understanding’ were identified from break times experienced during face-to-face classes in Korean language classrooms. These findings contribute to a better understanding of the significance of break times in Korean language classrooms, which has been previously overlooked, and provide a novel perspective on the meaning of break times in language learning.