[초록]
제2언어로서의 외국어 교실은 다양한 나라에서 온 유학생들이 모인 작은 다문화 공동체이다. 유학생의 상호문화 역량은 교실에서의 상호작용의 질과 직결된다. 이러한 맥락에서 본 연구에서는 외국인 유학생을 대상으로 Potala & Chen(2010)의 ICC(Intercultural Communication Competency) 척도를 이용하여 상호문화 역량을 측정하였다.
The second foreign language class is a multicultural community in which international students from various countries participate. The intercultural competence of foreign students is directly related to the quality of communication in the second foreign language class. In this context, in this study, cross-cultural competence was measured using Potala & Chen's (ICC) scale for foreign students As a result, ‘interaction management’ and ‘interaction relaxation’, which are directly related to macroscopic discourse composition had the highest score. The second highest average score was ‘interaction respect’, ‘interaction relaxation’, ‘Message skills’, ‘behavioral flexibility’, and ‘identity maintenance’ which are related to the microscopic composition of discourse, were among the groups with the lowest average score. Also, There was a significant correlation between ‘interaction relaxation-interaction management’ and ‘message technology-identity maintenance’. These research results suggest that intercultural competency education for foreign students needs to focus on the composition of discourse and language use in intercultural communication beyond understanding other cultures.