베트남 세종학당 비원어민 교원의 한국어 수업 및 인식 연구

A Study on Korean Classes and Perceptions of Non-Native Teachers of King Sejong Institute in Vietnam: With a Focus on the Non-native Teacher Training Program of the King Sejong Institute Foundation

The purpose of this paper is to analyze the current state of Korean language classes taught by non-native Vietnamese teachers and explore their overall perception of these classes. The research subjects were 12 Vietnamese teachers from the Sejong Institute in Vietnam who participated in a consulting program for foreign teachers in 2022. Their teaching materials and open class content used were analyzed, and a survey to investigate the non-native teachers' perception of the class were conducted. Lesson plans written by non-native teachers clearly outlined corresponding learning steps. Despite such clarity in guidance, grammar explanations were omitted and insufficient, Also, they are providing grammar information designed in a local way to help Vietnamese learners understand. In the case of open classes, since classes were mainly taught in Vietnamese, the learners' exposure to Korean was relatively limited and there is more controlled practice than meaningful practice. In addition, the survey results indicated that non-native teachers placed an emphasis on using Korean on classes, but they did not evaluate their Korean language proficiency very highly. Also, they placed an emphasis on understanding students as well as the pedagogics being applied in order to run classes seamlessly. Based on this research, the authors suggest the following trajectories for the re-education of non-native Korean language teachers. First, re-education program that align with the teachers' realities are needed. Second, programs that can enhance teachers' teaching Korean abilities must be created. Third, the communicative teaching capacity of non-native teachers should be strengthened. Fourth, interactions with native Korean teachers to appropriately integrate the non-native local teachers are necessary. Lastly, opportunities for non-native local teachers to share their expertise with each other.