本研究為探討台灣的華語學習環境現況，以及近年來新興之專業華語教學，以第二語言學習、教學理論和專業華語教學理論為基礎，針對以華語作為第二語言、並且來台從事韓語教學工作的韓籍韓語教師為對象，進行研究。本研究也討論外語教師所需具備的跨文化素養、外語教師從事行動研究之必要性等等。
研究方法以訪談法及問卷調查法為主。透過與20位韓籍韓語教師的訪談以及問卷調查，了解其語言學習背景、華語學習過程，以及來台灣之後所感受到的生活及工作上所欠缺或現正需要的華語能力。另外研究者也針對445名台灣韓語學習者與2名台灣韓語學院經營者進行訪談及問卷調查，藉此了解一般台灣韓語學習者與台灣韓語學院經營者,對於韓語教師應具備之能力的看法和期望。透過不同資料來源及受訪者的訪談內容，多方分析檢核問卷調查與訪談的結果，以進一步了解台灣韓語學習者與台灣韓語學院經營者對韓語教師應具備華語能力之看法。
研究結果是如下：第一，台灣韓語學習者與台灣韓語學院經營者對韓籍韓語教師要求一定程度的華語能力；第二，而且韓籍韓語教師不但在韓語教學上需要華語能力，日常生活中，醫院、國稅局、房屋中介、外交部和移民署等特殊場所，也極需可與相關專業人士溝通的華語能力；第三，大部分的韓籍韓語教師認為，如有相關華語網路教學平台可學習，有助於韓藉韓語教師適應台灣生活，並可學習在上述場所需使用的華語單字與表達方式。本研究不僅提供韓籍韓語教師進行華語教學情境時的相關建議，更可以作為日後韓籍韓語教師檢視自身華語能力的參考準則。

This study is to explore the current situation of the Chinese language learning environment in Taiwan, as well as the emerging professional Chinese language teaching in recent years. Based on the second language learning, teaching theory and professional Chinese teaching theory, this study is aimed at using Chinese as a second language and coming to Taiwan to teach Korean. The Korean Korean teacher who works is the subject of research. The study also discusses the intercultural literacy required by foreign language teachers and the need for foreign language teachers to conduct action research.
The research method is mainly based on interview method and questionnaire survey method. Through interviews with 20 Korean-speaking Korean teachers and questionnaires, I learned about the background of language learning, the process of learning Chinese, and the Chinese language skills that are lacking or are needed in life and work after coming to Taiwan. In addition, the researchers also conducted interviews and questionnaire surveys with 445 Taiwanese Korean learners and two Taiwanese Korean language school operators to understand the general Taiwanese Korean learners and Taiwanese Korean language school operators, and their views on the capabilities of Korean language teachers. expect. Through different sources and interviewees' interviews, the results of the questionnaire survey and interviews were analyzed and analyzed to further understand the views of Taiwanese Korean learners and Taiwanese Korean language school operators on the ability of Korean language teachers to have Chinese language proficiency.
The results are as follows: First, Taiwanese Korean learners and Taiwanese Korean language school operators require a certain degree of Chinese language ability for Korean Korean teachers. Second, Korean Korean teachers not only need Chinese language skills in Han-Chinese teaching, but also daily life. In special places such as hospitals, the State Administration of Taxation, housing agencies, the Ministry of Foreign Affairs and the Immigration Department, there is also a great need for Chinese language skills to communicate with relevant professionals. Third, most Korean-speaking Korean teachers believe that if there is a related Chinese-language network The road teaching platform can be learned to help Korean Korean teachers adapt to Taiwan life and learn the Chinese words and expressions needed in the above-mentioned fields. This study not only provides relevant suggestions for Korean-speaking Korean teachers in the context of Chinese-language teaching, but also serves as a reference for Korean Korean teachers to examine their Chinese-language abilities in the future.

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