本研究旨在探究在台韓裔韓文教授跨文化生活適應歷程以及跨文化教學困境與因應策略，本研究邀請四位韓裔韓文教授參與本研究，並採用深度訪談與現場觀察以蒐集資料，本研究獲得以下結論。
一、跨文化生活適應歷程
（一）韓裔韓文教授以自身文化為參照，來看待與接觸異文化。
（二）韓裔韓文教授藉由自身文化的對照，重新調整跨文化適應以及自我反思。
（三）韓裔韓文教授在面對文化差異時，可能轉化成當地文化的觀點或是保持自身文化的觀點來解決跨文化生活適應的問題。
二、跨文化教學困境因應策略
（一）韓裔韓文教授以師生之間的母語不同所產生的溝通問題、當地學生的學習態度作為跨文化困境以及在台灣相關韓文師資與教材不足以外，韓裔教授採取相關課程為主題去引導與當地學生溝通時，因師生所面臨文化不同而建立的觀點與想法，造成跨文化困境。
（二）韓裔韓文教授透過師生之間的母語不同所產生的溝通問題，先去瞭解學生所使用的語言，並且韓裔教授針對當地學生的學習態度、教育期望以及師生之間不同文化觀點所產生的教學困境，由當地學生的觀點去理解與作為彼此認識不同文化的機會。
本研究依據結論提供數項建議，作為韓裔韓文教師教學之參考。

The purpose of this study was to explore the cross-cultural life and teaching experience of Korean professors who taught Korean in Taiwan. This study invited four Korean professors to participate in this study and applied interviews and observation to collect data. The following results were concluded in this study:
In the aspect of cross-cultural adaption, the Korean professors understood and interpreted other cultures in accordance with the criteria of Korean culture. They proceeded self-reflection and cultural adaption while experiencing cultural differences. They sometimes adhered to their own cultural values while sometimes following local ones.
In addition, problems of communication caused by different languages, viewpoints, and learning attitudes, frequently occurred between the Korean professors and Taiwanese students. Moreover, the lack of Korean learning materials and teachers also resulted in many teaching problems.
Through the problems of communication and predicaments of teaching caused by different first languages, learning attitudes, and educational expectations, Korean professors tried to understand firstly students’ language and secondly their viewpoints as an opportunity for understanding another culture. Based on the conclusions, this study made several recommendations of Korean language teaching for Korean teachers.

中文部分

王彥稀（2010）。國民中學家長參與學校教育之個案研究。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
江雪齡（1997）。多元文化教育。台北市：師苑。
呂艾穎 （2003）。教師信念與教師評量：兩位大學英文教師之個案研究。國立台灣師範大學英文所碩士論文，未出版，台北市。
李佳穎（2005）。外籍成人學習者華語文學習型態之研究；跨文化美日兩國比較觀點。國立師範大學社會教育學系碩士論文，未出版，台北市。
沈育葶（2008）。原住民學校之漢族教師的教師角色認同及角色期望。國立台東大學教育學系碩士論文，未出版，台東市。
沈佳儀（2007）。 社區大學教師英語與跨文化教學之個案研究。國立台灣師範大學社教所碩士論文，未出版，台北市。
沈翠蓮（2001）。教學原理與設計。台北市：五南
沈靜濤（2009）。一所國中推動教師專業發展評鑑與專業學習社群之個案研究。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
林生傳（1988）。新教學理論與策略。台北市：五南
林怡瑾（2002）。外籍教師擔任新竹市國小英語教學之研究。國立新竹師範學院學校進修暨推廣部教師在職進修：國民教育研究所課程與教學碩士班碩士論文，未出版，新竹市。
兒島宏美（2003）。關於在台灣從事日語教育的日籍之調查研究 – 以在台現狀和所扮演的角色為中心。銘傳大學應用日語學系碩士論文，未出版，台北市。
范傳馨（2002）。德語會話課師生互動研究 – 以輔大德語系會話課為列。輔仁大學德國語文學系碩士論文，未出版，台北縣。
洪佳慧（2006）。職前教師多元文化教育觀的發展與教育實現之敘說研究。國立花蓮教育大學多元文化研究所碩士論文，未出版，花蓮市。
陳向明（1999）。社會科學質的研究。台北市：五南
粘玉秀（2002）。教師信念及其對教學行為的影響：一位中英文教師的個案研究。國立台灣師範大學英文所碩士論文，未出版，台北市。
黃依萍（2008）。全球化流動現象下跨文化教師身分認同之研究。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
黃純敏（譯）（2006）。教育的文化基礎。台北市：學富
葉蓉慧（2005）。跨文化傳播-教育的體驗與實踐。台北市：五南。
劉秀玲（2006）。多元文化教師可能性：我的老師物語。國立花蓮教育大學多元文化研究所碩士論文，未出版，花蓮市。
劉敏瑛（2008）。華語文教師跨文化課室經營之探討。國立台灣師範大學華語文教學研究所碩士論文，未出版，台北市。
劉豫鳳、吳青蓉、陳儒晰、陳彥玲 （合譯）（2008）。 P. R. Burden & D. M. Byrd著。教學原理與應用-促進幼兒園到高中學生的學習能力（Methods for effective teaching: promoting K-12 student understanding）。台北市：華騰文化。
潘慧玲（2004）。教育論文格式（主編）。台北市：雙葉書廊。
蔡雯靜（2007）。台灣中部地區國小外籍教師跨文化適應、工作滿足與離職傾向之關係研究。大葉大學國際企業管理學系在職專班碩士論文，未出版，彰化縣。
謝艾芸（2009）。台灣原住民族國中生能力觀之探究。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
鍾啟泉（譯）（1995）教學論/佑藤正夫 原著。台北市：五南。
譚光鼎、劉美慧、游美寭主編（2008）。多元文化教育。台北市：高等教育。
蘇千惠（2004）。五位國民中學校長領導心智模式之研究。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
饒見維（2003）。教師專業發展-理論與實務。台北市：五南

西文部分
Adler, P. S. (1975). The transitional experience: An alternative view of culture shock. Journal of Humanistic Psychology, 15, 13-23.
Atkinson, R. (1995). The life story interview as a bridge in narrative inquiry. Thousand Oaks, CA: Sage Publiccation.
Banks, J. A. (1997). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. M. Banks （Eds.）, Multicultural education: Issues and perspectives （3rd ed., pp. 3-3I）. Boston: Allyn and Bacon.
Babiker, I. E., Cox, J. L., & Miller, P. M. C. (1980). The measurement of culture distance and its relationship to medical consultation, symptomatology and examination performance of overseas students at Edinburgh University. Social Psychiatry, 15, 109-16.
Bennett, C. (1999). Comprehensive multicultural education : Theory and practice. Boston: Allyn and Bacon.
Berry, J. W., & Sam, D. T. (1997). “Acculturation and Adaptation” in Handbook of　Cross-cultural Psychology: Social Behavior and Applications, vol.3. Boston: Allyn and Bacon.
Bickley, V. C. (1982). Language as the bridge. in Bochner, S. （ed.）. Cultures in Contact: Studies in Cross-cultural Interaction. Oxford, Pergamon.
Branch, A. J. (1999). Teachers’ conceptions of their role in the facilitation of student ethnic identity development. University of Wachington, Seattle. Unpublished doctoral dissertation.
Brislin, R., & Yoshida, T. (1994). Intercultural Communication Training: An Introduction. U.S.A., Sage.
Bruce, K. M. (1999). ‘Culture as Catalyst and Constraint’. U.S.A., Opinion papers: Speeches Meeting papers.
Churchman, A., & Mitrani, M. (1997). “The Role of the Physical Environment in Culture Shock”, Environment and Behavior 29, 64-87.
Cullingford, C., & Gunn, S. (2005). Globalisation, education and culture shock: Monitoring change in education. England.
Denzin, N. K., & Lincoln, Y. S. (2002). The qualitative inquiry reader. U.S.A., Sage.
Friedman, J. (1994). Cultural Identity & Global Process. U.S.A., Sage.
Frosh, S. (1991). Identity Crisis: Modernity, Psychoanalysis and the Self. London. Macmillan Education LTD.
Furnham, A., & Bochner, S. (1986). Culture Shock : Psychological reactions to unfa
miliar environments. London ; New York : Methuen : Routledge.
Gary, Stephen, David, Josef, Margaret, & Kay. (1981). Learning across cultures – int
ercultural communication and international educational exchange. U.S.A, the National Association for Foreign Student Affairs.
Gudykunst, W. B. (2004). Bridging difference : effective intergroup communication（4th ed）. Thousand Oaks, CA: Sage Publications.
Gulbahar, H., Earl, M., Reginald, N., Hans, S., & Megumi, S. (1996). Learning needs and adaptation problems of foreign graduate students. Master’s thesis. University of Manitoba. Canada.
Hall, S., & Gay, P. (1996). Questions of Cultural identity. U.S.A., Sage.
Hancock, S.D. (2003). Creating positive spaces; A narrative account of the development of multicultural learning community. The Ohio State University, U.S.A.
Hernandez, H. (1989). Multicultural Education: A Teacher’s Guide to Content and Process. Columbus, Ohio 43216. Merrill Publishing Co.
Holliday, A., Hyde, M., & Kullman, J. (2004). Intercultural communication: An advanced resource book. London.
Hollins, E. R., King, J. E., & Hayman, W. C. (1994). Teaching Diverse Populations : Formulating a knowledge Base. State University of New York Press.
Hoopes, D.S., Pedersen, P., & Renwick, G. W. (1977). Overview of intercultural education, training and research, vol. 1: theory. Washington, DC: Society for Intercultural Education, Training and Research.
Horner, D., Vandersluis, K., Alexander, A.A., Bashey, H., Clarke, C., & Perterson, D. (1981). Learning Across Cultures: Intercultural Communication and International Educational Exchange. U.S.A, National Association for Foreign Student Affairs.
Ilene, Z. R. (2006). Educational expectations: How they differ around the world-implications for teaching ESL college students. Community college Journal of Research & Practice, vol. 30., n. 5-6., p. 433-441.
Johns, A. M., & Sipp, M, K. (2007). Diversity in college classrooms: practices for today’s campuses. U.S.A, The University of Michigan Press.
Kim, Y. Y. (1997). “Adapting to a New Culture, ”in Intercultural Communication: A Reader, 8th ed. Belmont, Calif.: Wadsworth.
Kim, Y. Y., & Gudykunst, W. B. (1988). Cross-cultural Adaptation: current approaches. U.S.A., Sage.
Kvale, S., & Brinkmann, S. (2009). Interviews : Learning the Craft of Qualitative Re
search Interviewing – second edition. U.S.A., Sage.
Landis, D., Bennett, J. M., & Bennett, M. J. (2004). Handbook of Intercultural Training: 3rd ed. U.S.A., Sage.
Larry E. F. (1994). Multiculturalism and TQE : Addressing Cultural Diversity in Schools. Thousand Oaks, CA: Corwin Press.
Lisa, D. (1995). Other People’s Children – Cultural Conflict in the Classroom. New York, The press.
Lonner, W. (1997). “Foreword” in Culture Shock: Psychological Reactions to Unfamiliar Environments, ed. Furnham, A., & Bochner, S.（London; Methuen, 1986）,pp. xv-xx.
Mantero, M. (2007). Identity and Second Language Learning: Culture, Inquiry, and Dialogic Activity in Educational Contexts. U.S.A., IAP.
Mccall, G. J. & Simmons, J. L. (1978). Identities and Interactions: An Examination of Human associations in Everyday life. London. Collier Macmillan.
Merriam, S. B. (1988). Case study research in education: A Qualitative approach. U.S.A., Jossey-Bass.
Mishler, E. G. (1986). Research interviewing. Cambridge, MA: Harvard University Press.
Morgan (2008). The English Educational System in Korea : A Case Study of a Foreign Teacher’s Perspective. Department of English Language and Literature Graduate School, Thesis M.A. Chung-nam Natioanl University, Korea.
Neuliep, J. W. (2006). Intercultural Communication: A Contextual approach 3rd ed. U.S.A., Sage.
Oberg, K. (1960). Cultural shock: adjustment to new cultural environments. Practical Anthropology, 7, 177-82.
Patricia, A. P. (2002). Korean intracultural influences on interaction in adult ESL classes: A case study. Ed D. San Francisco University.
Patton, M. Q. (1990). Qualitaive evaluation and research methods. (2nd ed.). Newbury Park, CA: Sage.
Porter, C. (2008). Narrative inquiry into perceptions and resistances among native english speaking teachers a Korean university. Woo-song University, Department of English Language and Literature Graduate School Thesis M.A. Korea.
Pusch, M. D. (1979). Multicultural Education – A cross cultural training approach.U.S.A. Intercultural Press, Inc.
Pornpimon, P. (1996). A study of English language-based problems of Thai students at Wachington state University, Ph. D. Washington State University.
Richard, O. D. (2007). “Konnichiwa, Sensei”（Goodday professor）: so you want to teach in Japan, U.S.A., Sage.
Ruth, B. (1999). Cross-cultural communication in selected adult ESL classrooms in Vancouver: A study of the cross-cultural situations ESL students and teachers r
ate as most difficult, M.A. Concordia University, Canada.
Samovar. L. A., & Porter, R. E., (2000). Intercultural Communication : A Reader （9th ed.）. U.S.A., Wadsworth.
Samovar, L.A., & Lisa A. (1998). Communication between cultures（3rd ed.）. Belmont, CA : Wadsworth Pub. Co.
Sikkema, M., & Niyekawa, A. (1987). Design for cross-cultural learning. U.S.A. Intercultural Press, Inc.
Svinicki, M. D., & Dixon, N. M. (1987). The Kolb Model Modified for classroom Activities. College Teaching, 35（4）, 141-146.
Taft, R. (1981). The role and personality of the mediator, in Bochner. S.（ed）, The mediating person: Bridges between Cultures, Cambridge, Mass., Schenkman.
Walker, D. A. (1975). International studies in evaluation IX: IEA six-subject survey: An empirical study of education in twenty-one countries. Stockholm, Sweden. Almquist and Wiksell.
Walsh, C. E. (1991). Pedagogy and the struggle for voice: Issues of Language, power, and schooling for Puerto Ricans. New York. Bergin and Garvey.
Wilson, A. (1982). Cross-cultural experiential learning for teachers. Theory into Practice, 21（3）, 184-192.
Winkelman, M. (1994). “Cultural Shock and Adaptation”, Journal of counseling and Development 73, 121-127
Wiseman, R, L. (1995). Intercultural Communication Theory – International and Intercultural Communication Annual Vol. XIX. U.S.A. Sage.
Wlodkowski, R. J., & Ginberg, M. B. (1995). Diversity and motivation: Culturally responsive teaching. San Francisco: Jossey-Bass.
Vitalievna, G. T. (2003). Attitudes of American college students toward their non-native English-speaking professors. Ph. D. The university of Toledo.

韓文部分
Kim, S. J. （2003）. Job satisfaction foreign English teacher in Korea and their cultural and personal adjustmant to Korea life. Master’s thesis. University of Sookmyung Women’s. Seoul. Korea.
Hwang, K. H.（2009）. Native English Teacher’s evaluation and perception on class management. Master’s thesis, University of Chung-Ang, Seoul, Korea.
Yoo, E. J.（2008）. Qualitative research on the culture of teacher in the foreign school. Colloge of Political Science and Economics Master’s thesis, University of Korea, Seoul, Korea.