earticle

영어

This study is the first to specify the stereotypes of Chinese undergraduate students about Korean people. It is also the first to apply the analysed results to Korean culture education. The number of foreign students is increasing in Korean universities. Therefore, a teaching method that considers their affective domain should be provided in order to help their learning. There were few preceding studies on this topic, all of which set the object as ’all Korean learners.’ These studies were insufficient in understanding the stereotypes of ’foreign’ undergraduates. Therefore this study is also significant because it clarified the specific stereotypes of Chinese undergraduates, who make up most of the international students in Korea. In this study, surveys and depth interviews were used to thoroughly examine the stereotypes of Chinese undergraduates. 7 large categories were set up to classify the stereotypes. The categories were: ‘Appearance(286) > Food(239) > Attitude(168) > Personality(133) > Life and Hobby(123) > Understanding of Other Races and Countries(90) > Language(54).’ (Listed in the order of frequency) The ‘specific depiction’ section of the study was also analysed. The most common stereotype was that ’Korean people think appearances are important.’ Stereotypes such as ’Korean people overdrink and enjoy spicy food(kimchi).’ ’Korean people are polite and impatient’ were also found. These stereotypes were classified into four categories: Negative, Positive, Includes Both, and Neutral. Finally, this study suggested a ‘content of education’ reflecting the learners’ stereotypes. ‘Principles of education’ considering the stereotypes were also presented. The ‘standard of selection’ for specific education content was established. Specific stereotypes were presented, which Korean culture education should deal with in the future.(Korea national university of education)

한국어

현재 국내 대학에는 외국인 유학생들이 증가하고 있다. 이들이 학업을 잘 수행하도록 돕기 위해서는 이들만의 정의적 측면을 고려한 교육 방 안이 마련되어야 한다. 본고는 중국인 학부생들을 대상으로 질적 연구 를 통해 한국인에 대한 스테레오타입 양상을 구체적으로 밝혔다. 스테 레오타입의 7개 범주를 설정하고 고빈도순으로 ‘외모>음식>태도>성 격>생활과 취미>외국/외국인에 대한 인식>언어’와 같이 분석했고, 구 체적인 기술항목을 출현 빈도에 따라 ‘외모 중시하며 훌륭함’, ‘과도한 음주, 김치 선호’, ‘예의 바르고 성격 급함’ 등의 스테레오타입을 분석 하였다. 또 스테레오타입을 내용에 따라 부정적인 것, 긍정적인 것, 양 자의 측면이 모두 나타나는 것, 가치중립적인 것으로 나누어 분석하 고, 결과를 바탕으로 학습자의 스테레오타입을 고려한 교육내용을 제 안하였다. 교육의 원리를 제시하고 구체적인 교육 내용 마련을 위한 교육내용 선정 기준을 설정한 후 이 기준에 따라 구체적으로 교육에서 다루어야 할 스테레오타입의 내용을 제시하였다.(Chung-ang universit y)