학문목적 학습자의 상호문화 의사소통 능력 함양을 위한 상호문화 감수성 연구

A Study on Intercultural Sensitivity for the Development of Intercultural Communication Competence of Learners with an Academic Purpose

The purpose of the study aimed to examine the intercultural sensitivity of Chinese language learners with an academic purpose attending Korean universities and to extract the educational components that needs in training programs for developing Intercultural Communication Competence(ICC). As the intercultural sensitivity measurement tool, the Intercultural Sensitivity Scale(ISS) developed by Chen & Startosta(2000) was used after being modified for the Korean context. For the statistical processing, SPSS Win Ver. 24 program was used. T-test and one-way ANOVA were partially used, and the reliability was verified using the Cronback-α through a posteriori test. The overall average of the intercultural sensitivity of the research participants was 3.64, which was satisfactory on the 5 point Likert scale. In the lower five categories, the average score of respect for cultural differences was the highest(M=4.08), and the intercultural confidence was the lowest(M=3.20). Based on the results of the intercultural sensitivity measurement, six factors related to behavioral domain of intercultural communication competence that predicts conflict and misunderstanding and respond to them sensitively and flexibly were deducted. These factors are designed for stimulus factors that can be included in the training of intercultural communication competence development. The six factors were designated as stimulus variables, and the adequacy was tested using factor analysis and regression analysis. The six factors deducted through the test results were revealed to be stimulus factors with significant explanatory power, having the ability to statistically explain the correlation of intercultural sensitivity and intercultural communication competence. A follow-up study proved that the six factors extracted in the present study must be included in designing training programs for intercultural sensitivity and intercultural communication competence. A further study is needed to expand the design of intercultural sensitivity development training for learners of the Korean language thus they can develop Korean language communication skills appropriately and effectively for intercultural communication. Furthermore, in order to develop intercultural sensitivity, further studies on realistic education methodology from intercultural education perspective based on intercultural communication competence must be continued.