미국 대학 초급 한국어 교실에서 교사의 학습자 모어 사용에 대한 학습자의 인식

Student’s perception on teacher’s use of learner’s L1 in the beginning Korean classroom of a US College

This study aims to investigate learners’ perception regarding teacher’s use of learners’ L1 as the instructional language in the American higher education KFL classroom in order to provide insight for using L1(English) and L2(Korean) in American college setting. 36 respondents of undergraduate KFL learners (beginner level) participated in the online survey for this study. The questionnaire is consisted of five categories that are (1) learners’ preference on teacher’s use of instructional language, (2) learners’ feeling on effect of learning, (3) judicious and optimal use of learners L1 by a teacher, (4) learners’ habitual translation toward target language and (5) open question on free opinion. The result showed that most of respondents expected a KFL teacher delivering a course in their L1 although they expressed no clear-cut preference on instructional language between L1 and L2. Moreover, learners felt effective of L1 in all the linguistic functions such as speaking, listening, reading and writing while they showed a strong efficacy on oral practices by L2. The norm for judicious and optimal use of L1 still remained unclear, but the function of L1 as cognitive tools for KFL learners would arouse more judicious insight on teacher’s use of learners’ L1 in the KFL classroom.