隱喩 分析을 통한 한국어 교사에 대한 認識 연구 –한국어 교사 및 베트남 한국어 학습자의 認識을 중심으로– (Perception Analysis on Korean Language Teachers through Metaphor Analysis –Focusing on the Perceptions of Korean Language Teachers and Vietnamese Korean Language Learners–)

서지정보

· 발행기관 : 한국어문교육연구회
· 수록지 정보 : 어문연구(語文硏究) / 52권 / 4호 / 301 ~ 326페이지
· 저자명 : 박정은

초록

본 연구의 목적은 은유 분석(Metaphor Analysis) 연구 방법을 통해 한국어 교사 및 베트남 한국어 학습자의 ‘한국어 교사’에 대한 인식을 비교 분석하는 것이다. 이를 위해 각 집단에서 한국어 교사에 대한 다양한 은유 표현을 수집하였다. 연구 결과 두 집단 모두 ‘안내자, 양육자, 동반자, 꼭 필요한 존재’ 4개의 범주가 나타났다. 반면 한국어 교사 집단에서만 나타난 5개의 범주(다양한 역할, 봉사자, 한국의 대표, 한국 문화 전달자, 전문가), 베트남 한국어 학습자 집단에서만 나타난 2개의 범주(지식 전달자, 예쁘고 친절한 존재)를 통해 인식의 차이를 확인하였다. 이상의 분석을 바탕으로 한국어 교사 (재)교육 및 역량 강화교육 등에 대한 시사점을 제시하였다. 본 연구는 은유 분석을 통해 교사 및 베트남 학습자의 관점에서 한국어 교사의 역할 및 자질에 대한 인식을 풍부하게 살펴본 연구라는 점에서 의의가 있다.

영어초록

The purpose of this study is to compare and analyze the perceptions of Korean language teachers and learners through Metaphor Analysis, with a focus on two groups: Korean language teachers and Vietnamese Korean language learners. The perceptions of Korean language teachers regarding their role are expected to influence their teaching practices, while the perceptions of Vietnamese learners reflect their expectations and ideals based on their learning experiences. To explore the beliefs and perceptions of each group, various metaphors used by both Korean teachers and Vietnamese learners to describe the role of Korean language teachers were collected. The analysis examined these metaphors to identify the differences in perceptions between the two groups. The findings revealed four common categories in the metaphor analysis for both groups: ‘guide,’ ‘nurturer,’ ‘companion,’ and ‘essential presence.’ While the frequency and proportion of these categories varied between the groups, both groups shared these perceptions. However, five categories were unique to the Korean teacher group (e.g., ‘varied roles,’ ‘volunteer,’ ‘representative of Korea,’ ‘Korean culture transmitter,’ and ‘expert’), while two categories were exclusive to the Vietnamese learner group (‘knowledge provider’ and ‘attractive, kind presence’), highlighting perceptual differences between the two groups. Notably, Vietnamese learners tended to perceive teachers primarily as knowledge providers, which indicates their expectation of teachers as transmitters of knowledge. Based on these findings, this study offers implications for the development of Korean language teacher training programs, continuing education, and professional development. This research contributes valuable insights by analyzing the perceptions of both Korean language teachers and Vietnamese learners regarding the role and qualities of Korean language teachers through metaphor analysis, thus enriching the understanding of the expected roles and attributes of teachers from both perspectives.

참고자료

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