Cognition of Teachers' and Students' Awareness on Gender for the Contents of Korean Language Education

외국어로서 한국어 교육콘텐츠에서의 성별언어에 대한 인식

  • Published : 2009.08.28


This paper focuses on gender studies with respect to language education for KFL(Korean as a foreign language) students. It also attempts to view the role of gender as exerting influence on language learning and teaching, and surveys KFL teachers' awareness of the role of gender in Korean language education. It is conceivable that teachers who are aware of differences between female and male will be able to take these into account in their teaching; in doing so they will be more effective in their teaching than if they were to teach in ignorance of these differences. The survey for the teachers' awareness of gender difference was conducted through teachers' discussion as the follow-up measure of the questionnaire. A few teachers do not have a clear idea about the importance of gender differences in language teaching, but the majority have cognizance of the matter. For this research, a questionnaire was administered to 71 subjects, consisting 37 intermediate KFL students and 34 advanced KFL students. The result of the questionnaire reveals that 50.4% subjects use their words and intonation without recognizing the gender difference, on the other hand, 49.6% subjects recognize the gender differences in Korean language use. The result should be adopted as a sociolinguistic factor for the contents of second language education.


Gender Difference;Korean as a Foreign Language, Teachers' am Students' Awareness;Language Education


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