The goal of the present study is to examine EFL English teachers' intercultural communicative competence (ICC) and its relation to their English language proficiency (LP). Data was collected from 81 in-service and pre-service Korean English teachers (N=81) who participated in an one-month overseas training program in the U.S.A. The participants were asked to diagnose their own levels of ICC and LP through the questionnaires whose reliability and validity were confirmed by the factor analysis. The major findings from analyses were as follows: 1) in general, participants appeared to consider themselves possessing a high level of ICC, showing an average score of 3.99 out of 5.0 on the ICC questions, 2) participants' willingness and readiness to engage in different cultures/speakers were found to be in a higher level than the other four factors of ICC, such as an ability to interact in intercultural situations, an ability to identify an importance of ICC, a degree of acceptance by other cultures/speakers, and a degree of contribution to mediating intercultural situations, and 3) chi-square, correlational, and regression analyses showed significant associations between ICC and LP of the participants. Pedagogical implications and suggestions are discussed.

I. 서론
 II. 연구배경
  1. 문화간 의사소통능력의 구성개념
  2. 문화간 화자로서의 영어교사
 III. 연구 방법
  1. 연구 참여자
  2. 연구 도구
  3. 자료 분석
 IV. 연구 결과 및 분석
  1. 문화간 의사소통능력 요인분석 및 교차분석
  2. 문화간 의사소통능력과 영어구사능력 관계
 V. 결론 및 제언
 참고문헌
 부록

• 권선희(부산외국어대학교) | Kwon Sun-Hee