CAJ | 학술논문

文章对国际汉语教学与传播中存在的第三空间及第三空间语言和文化现象进行介绍和分析，并尝试性地提出国际汉语教学与传播的第三空间模式。这个模式建立在多元文化主义和民族相对主义的理论基础之上，它将外语及第二语言教学与传播定位为跨文化交际第三空间中的教学和传播活动。也就是说，二语教学与文化传播不是孤立地发生在目的语文化空间中的，而是在第一空间（学生母语文化）和第二空间（目的语文化）共同作用下的第三空间中发生的一个渐进的过程。二语教学和文化传播的重要目标之一是要帮助学习者建立第三空间知识结构、思维方式和视角。跨文化交际能力的发展是一个逐渐走出第一空间、单一空间视角的限制，通过对第二空间语言文化的了解与掌握，逐渐建立第三空间知识结构、思维方式与视角的过程。
문장대국제한어교학여전파중존재적제삼공간급제삼공간어언화문화현상진행개소화분석，병상시성지제출국제한어교학여전파적제삼공간모식。저개모식건립재다원문화주의화민족상대주의적이론기출지상，타장외어급제이어언교학여전파정위위과문화교제제삼공간중적교학화전파활동。야취시설，이어교학여문화전파불시고입지발생재목적어문화공간중적，이시재제일공간（학생모어문화）화제이공간（목적어문화）공동작용하적제삼공간중발생적일개점진적과정。이어교학화문화전파적중요목표지일시요방조학습자건립제삼공간지식결구、사유방식화시각。과문화교제능력적발전시일개축점주출제일공간、단일공간시각적한제，통과대제이공간어언문화적료해여장악，축점건립제삼공간지식결구、사유방식여시각적과정。
Based upon the analysis of third place language and cultural phenomena in the teaching of Chinese as a second language, this paper argues for a Third Place Model＂ that is enlightened by multi- culturalism and ethnorelativism. Instead of placing second and foreign language education in the target language space （C2）, it takes the stand that L2 education takes place in a ＂third place＇（Kramsch, 1993） that is shaped not only by the target language and culture, but also by students＂ mother tongue and culture（C1）. The major tasks of L2 education are to help students establish an ＂intercultural third place＂ - a new schema or knowledge structure and to develop the perspectives of the ＂others＂ of the target community. The development of intercultural competence is a process of students stepping out of their first culture place and establishing a third place in which two cultures co-exist mutually and communicatively.