한국어 교사와 중국인 학습자의 신념 차이 해소를 위한 수업 튜닝

Classroom tuning for difference reduction of beliefs on language learning between Korean teachers and Chinese learners

Adult language learners have strong beliefs or opinions regarding to language learning that based on their previous experiences or assumptions which methods are the best to learn a language. These beliefs could cause anxiety about language teaching in the classroom and disturb their language learning. In this study, the beliefs about language learning of the Korean teachers and Chinese students are investigated and analyzed to find out the differences and to reduce them by classroom tuning for the efficient teaching and learning. Teachers believe that Korean is difficult to learn, and they do not sure of students’ abilities. And students believe learning grammar rules significantly than teachers, so this kind of inconsistence may cause tension in communicative classrooms. They also showed more instrumental motivations than integrative motivations. And both groups believe that language acquisition is linear and structural process and ignore the creativeness of learners. These results showed much lack of knowledge on second language acquisition. For classroom tuning, teachers have to be trained by knowledge on language acquisition, and learners must be realized improper learning methods by guidance of teachers.