말하기 유창성 교육에 관한 교사의 인식 연구 -북미 지역 한국어 교사를 대상으로-

A Study on Teachers’ Perceptions of Oral Fluency Instruction: Focusing on Korean Language Teachers in the United States

This study explores the perceptions of Korean language teachers in North America regarding oral fluency instruction, investigating how they define fluency, the classroom activities they implement, and their attitudes toward instruction, particularly in the context of overseas Korean language learning. Data were collected through a survey of Korean language teachers in North America and analyzed using descriptive statistics. Results indicate a discrepancy between researchers’ and teachers’ definitions of fluency: while researchers focus on time-related measures, teachers view fluency more broadly, often equating it with overall speaking proficiency. Consequently, teachers favor general communicative activities over those specifically targeting oral fluency. Teachers exhibited strong positive attitudes toward fluency instruction, recognizing its importance and effectiveness, likely reflecting limited opportunities for natural language use outside the classroom. Although teachers reported high competence in promoting fluency, their familiarity with current research was limited, suggesting reliance on experience rather than recent findings. Teachers emphasized the need for specific instructional content and strategies. This study emphasizes the need for accessible fluency research and practical curricula to strengthen oral fluency instruction in Korean language education.