베트남 학습자를 위한 아이디어 생성 중심의 글쓰기 교육 방안 연구 : 계획하기에서 SIOP 모델을 중심으로

다국어 초록 (Multilingual Abstract)

This study is to propose and examine a writing instruction model emphasizing idea generation for advanced Vietnamese learners of Korean, with a focus on the planning stage of argumentative writing. This study addresses common difficulties learners experience in generating, organizing, and logically developing ideas. These difficulties largely result from grammar and vocabulary-focused, product-oriented writing instruction widely practiced in Vietnamese universities. From a process-based writing perspective, this study adapts selected components of the SIOP(Sheltered Instruction Observation Protocol) model to design a writing instruction framework that supports learners’ thinking processes and idea development during the pre-writing stage.
Chapter 1 reviews previous studies on Korean writing education in Vietnam, argumentative writing. Through this review, the chapter identifies limitations in existing research and instructional practices, particularly the lack of systematic support for idea generation and planning in argumentative writing. It also clarifies the purpose, scope, and research methods of this study, highlighting the importance of the planning stage in improving the quality of argumentative texts.
Chapter 2 presents the theoretical background of the study. This chapter examines the current conditions and key issues in Korean writing education at Vietnamese universities and explains the role of the planning stage in process-based writing. It also reviews the main principles and components of the SIOP model, with special attention to ‘building background’ and ‘interaction’ and discusses how these elements can support idea generation and logical thinking in Korean argumentative writing.
Chapter 3 explains the survey and textbook analysis. A learner needs analysis and a textbook analysis were conducted with third- and fourth-year Korean major students at universities in Ho Chi Minh City. Survey tools and analysis criteria were developed based on previous research and revised to reflect the learning context and characteristics of Vietnamese learners. The results reveal several instructional problems, including limited background knowledge activities, insufficient interaction opportunities, lack of guidance for outline writing, and inadequate content-focused feedback.
Chapter 4 proposes a writing instruction model emphasizing idea generation based on the findings from Chapters 1 to 3. Five components of the SIOP model—lesson preparation, building background, interaction, practice and application, and review and assessment—were reorganized for Korean argumentative writing instruction. Four design principles were identified: activating background knowledge, enhancing interaction, guiding logical outlining, and providing content-focused feedback. This chapter also presents practical classroom activities, including the use of audiovisual materials, reading texts, structured debates, argumentative mind maps, and guided outline writing. Expert evaluations indicate that the proposed model effectively supports learners’ understanding of topics, expansion of ideas, and development of logical structures in argumentative writing.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 목적 및 필요성 1
• 1.2. 선행연구 4
• 1.2.1. 베트남 한국어 교육 관련 연구 5
• 1.2.2. 베트남 한국어 쓰기 교육 관련 연구 8
• 1.2.3. 주장하는 글쓰기 관련 연구 12
• 1.3. 연구 방법 15
• 2. 이론적 배경 20
• 2.1. 베트남 대학교 쓰기 교육 현황과 문제 20
• 2.1.1. 베트남 대학교 쓰기 교육 현황 20
• 2.1.2. 베트남 대학교 쓰기 교육의 문제 22
• 2.2. 과정 중심 글쓰기와 계획하기 25
• 2.2.1. 과정 중심 글쓰기 25
• 2.2.2. 계획하기의 개념과 기능 30
• 2.3. SIOP와 아이디어 생성 33
• 2.3.1. SIOP의 개념과 기능 33
• 2.3.2. SIOP를 활용한 아이디어 생성 38
• 2.4. 글쓰기 수업 설계 42
• 3. 설문조사 및 교재 분석 47
• 3.1. 설문지 및 교재 분석 설계 47
• 3.1.1. 설문지 설계 47
• 3.1.2. 교재 분석 설계 59
• 3.2. 설문조사 및 교재 분석 결과 68
• 3.2.1. 설문조사 분석 결과 68
• 3.2.2. 교재 분석 결과 90
• 3.2.2.1. 학습 준비 91
• 3.2.2.2. 학습 내용 96
• 3.2.2.3. 학습 활동 100
• 4. 아이디어 생성 중심의 쓰기 교육 방안 108
• 4.1. 아이디어 생성 중심의 쓰기 교육 방안 설계 원리 및 모형 108
• 4.1.1. 아이디어 생성 중심의 쓰기 교육 방안 설계 원리 108
• 4.1.2. 아이디어 생성 중심의 쓰기 교육 방안 모형 112
• 4.2. 아이디어 생성 중심의 쓰기 교육 방안 실제 116
• 4.2.1. 아이디어 생성 중심의 쓰기 교수요목 116
• 4.2.2. 아이디어 생성 중심의 쓰기 수업 예시 124
• 4.3. 아이디어 생성 중심의 쓰기 교육 방안 활용 및 평가 132
• 4.3.1. 아이디어 생성 중심의 쓰기 교육 방안 활용 132
• 4.3.2. 아이디어 생성 중심의 쓰기 교육 방안 평가 149
• 5. 결론 163
• 참고문헌 165
• Abstract 170