The present research aims to create a linguistic needs-analysis model for foreign professors working in Korea in order to improve of job performance, overcome of Korean cultural differences, and adapt to Korean society. This is to provide a fundamenta... The present research aims to create a linguistic needs-analysis model for foreign professors working in Korea in order to improve of job performance, overcome of Korean cultural differences, and adapt to Korean society. This is to provide a fundamental direction for suitable Korean language-and-culture eduction for this population by dividing the curriculum into three parts: job-related Korean language-and-culture; Korean business documents; and off-the-job Korean language-and-culture. To achieve this goal, quantitative and qualitative research was performed by in three steps as follows. In Chapter 1, the necessity and the purpose of Korean language and culture education for foreign professors are discussed; and the research questions, glossary, and research scope are then described. In Chapter 2, the origin and the development of Korean language eduction for foreign professors is reviewed as well as Korean language for special purposes(KSP) based on English for special purposes(ESP); this includes the necessity of the needs-analysis and the steps and procedures involved in the pre-study. In Chapter 3, the Korean language text books for foreign professors are analysed in terms of how they meet the criteria that satisfies job-related Korean language-and-culture education, Korean business documents, and off-the-job Korean language-and-culture education. In Chapter 4, the research methodology is covered, including the in-depth interviews and surveys that were used. The in-depth interview results were analyzed using the psychologist Giorgi's phenomenological research methodology procedures, and the analysis of the survey results was performed using SPSS 22.0 statistics program. Cronbach's Alpha was used as a measure of reliability. Analysis of variance (ANOVA), and post-hoc Scheffe test were conducted to compare and analyze the differences in groups for the Korean language-and-culture education of foreign professors. In Chapter 5, the first and the second in-depth interviews and survey results were analyzed by dividing the process into three steps. First, in Step 1, the first in-depth interview was centrally performed with 15 foreign professors and 21 education-related personnel (seven Korean language lecturers, and fourteen university students). The interview focused on the reasons why Korean language-and-culture education is needed for foreign professors. In Step 2, the survey questionnaire was prepared based on the in-depth interviews and the previous research. The questionnaire's needs analysis used 162 foreign professors and divided the questions into job-related, business documents, and off-the-job categories; differences in the three groups were then examined. In Step 3, a second step in-depth interview was performed using three groups (three major teaching foreign professors, three research foreign professors, and three native English professors) to examine their thoughts and suggestions with regard to the results of the survey. The following are the analysis results. First, there showed meaningful differences in the job-related Korean language-and-culture education between the two groups(major teaching foreign and research foreign professors) and the native English professors. Second, there showed no difference in the off-the-job categories among the three groups (major teaching foreign professors, research foreign professors and native English professors). Third, there showed significant meaningful differences in many categories of the education for Korean business documents between the two groups(major teaching foreign professors and research foreign professors) and the native English professors. There are Three significant aspects to this study. First, the priority of Korean language-and-culture eduction should be determined by the needs-analysis of foreign professors based on ‘what they want to first study’ and ‘how they want to be taught’. Second, in terms of the direction of learner-centered(as opposed to teacher-centered) Korean language-and-culture eduction, the preferred mode is active participation through interaction between the professor and students. Three, the direction of Korean language-and-culture eduction should be based on the departmental needs of the learner based on the comparison of group responses and post-hoc Scheffe test. In order to meet the goals of this study the interview results were analyzed for foreign professors and the people closely related to their Korean language-and-culture education. A needs-analysis model was then created for Korean language-and-culture education in order to suggest directions for suitable syllabus design. ，韩语毕业论文，韩语毕业论文 |
