내용 중심 교육과 장르 중심 교육을 통합한 한국어 쓰기 수업 구성 방안 연구 - 학문 목적 학습자를 대상으로 -

정다운 국제한국언어문화학회 2011 한국언어문화학 Vol.8 No.1

Da-Woon Chung. 2011. A study of integrated writing instruction of content-based instruction and genre-based approach - focusing on korean learners in academic context. Journal of the International Network for korean Language and Culture. Vol. 8-1. 131-158. This article aims to study effective instructional method for writing using integrated content-based instruction and genre-based approach to enhance learner's writing ability. Most of advanced korean learners nowadays study KAP. For this reason, writing ability is an important ability that they have to acquire. Most learners and teachers, however, find it difficult because they have to know writing knowledge and how to use of that. Especially, learners who study KAP need to learn academic content knowledge and Genre specific knowledge, Therefore, this study proposes to teach korean writing using integrated content-based instruction and genre-based approach. And it showed that how to make syllabus for the integrated instruction and how to progress writing instruction in the class for graduate students. The significance of this study is that it proposed integrated writing method which combine content-based instruction and genre-based approach. There is, however, a limitation in that the effect of this method have not proved yet. Further studies on integration method need to be conducted as well as how to use this method in the korean writing instruction according to the learner's need. (The Academy of Korean Studies)

The Genre-based Writing Instruction in EFL

Noh-Kyung Lee 서울대학교 언어교육원 2013 語學硏究 Vol.49 No.2

This paper points out the potential usefulness of genre-based writing instruction in EFL. Genre has been proved to serve as an influential and useful writing tool for both learning and teaching. For learners, especially at the low level of proficiency or in EFL, genre can be a framework, or scaffolding for the production of meaningful passages within a specific context. It is also a useful tool for teachers, who are expected to give a practical and constructive guideline to students. For the effective application of genre-based instruction to writing class, this paper suggests four stages of writing lesson process and shows some guideline of genre-focused writing instruction. Through the examples of genre-based writing instruction, it shows how the genre-based writing instruction operates and encourages active teacher-student negotiation and cooperation. It also suggests some ways to overcome the limitation of the genre-based writing instruction by making genre an open frame enough to lead to creative thinking in the process of writing.

The Genre-based Writing Instruction in EFL

이노경 서울대학교 언어교육원 2013 語學硏究 Vol.49 No.2

This paper points out the potential usefulness of genre-based writing instruction in EFL. Genre has been proved to serve as an influential and useful writing tool for both learning and teaching. For learners, especially at the low level of proficiency or in EFL, genre can be a framework,or scaffolding for the production of meaningful passages within a specific context. It is also a useful tool for teachers, who are expected to give a practical and constructive guideline to students. For the effective application of genre-based instruction to writing class, this paper suggests four stages of writing lesson process and shows some guideline of genre-focused writing instruction. Through the examples of genrebased writing instruction, it shows how the genre-based writing instruction operates and encourages active teacher-student negotiation and cooperation. It also suggests some ways to overcome the limitation of the genre-based writing instruction by making genre an open frame enough to lead to creative thinking in the process of writing.

The ESP Genre-Based Reading Instruction in the EFL Writing Class: Developing Student`s Metacognitive Genre Awareness and Argumentative Writing Skills

( Min Jung Kim ) 한국현대영어영문학회 2014 현대영어영문학 Vol.58 No.3

There are some descriptions and explanations of theoretical frameworks regarding the ESP genre- based reading instruction in the EFL writing class. It has also produced relevant pedagogical proposals. However, the empirical research in relation to the ESP genre based reading instruction particularly in the EFL writing class in South Korea is still a less developed area of research. In this paper, background theories and previous studies relevant to the topic of the study are examined such as reading to writing model, metacognition, genre, metacognitive genre awareness and the ESP genre based reading instruction. Drawing on the analysis of the data collected from students (n=82) at a university in South Korea, this study revealed that the ESP genre based reading instruction cultivated metacognitive genre awareness to improve argumentative writing skills of EFL college students.

Genre-Based Instruction and Korean College Students' Development of Expository Writing in English

박혜숙 현대영어교육학회 2012 현대영어교육 Vol.13 No.1

The study examined how genre-based instruction had an influence on Korean students’ development of expository writing in English. The participants of the study were nine college students who took a composition course in the spring semester, 2011. They were taught how to write exposition based on the genre-based pedagogy. The participants’ writings and their responses were collected and analyzed after the treatment. The data of writings were analyzed in terms of the length, text structure, theme development and grammatical features including modality, voice, and connectives. The results of analyses revealed that the genre-based instruction significantly contributed to the Korean learners’ development of writing expositions in terms of the growth of the text length, text structure and development, and appropriate use of grammatical devices. It was revealed, in particular, that the genre-based instruction helped the learners of lower writing ability improve their expositions. The findings of participants’ writings and responses suggested that genre-based instruction could be an effective approach to help Korean learners of English to improve their writing abilities.

SFL Genre-Based Writing Instruction: Expository Essay in EFL

( Kim Min Jung ) 한국현대영어영문학회 2017 현대영어영문학 Vol.61 No.4

The development of writing ability in EFL tertiary level college students depends on multicomponent elements. The body of genre research can shed light on the development of L2 writing in both an ESL and EFL context because teaching genre knowledge can also provide L2 writers with some sense of what they write, to whom they write, and for what purpose. As a result, genre-based writing instructions can benefit L2 student writers, especially in an EFL context, and help to build sufficient genre knowledge so they can then apply it to their own written contexts. The current study draws upon the notion of Systemic Functional Linguistics (SFL), which views language as a meaning making potential within a specific cultural context rather than a set of fixed rules or structures, and investigates how the genre-based approach framed by SFL can increase the expository writing skill of EFL students. This study was conducted in a Korean university with 80 second -year college students Data collection relies on written text data of the students. A paired-samples-t-test and mixed ANOVA were computed in SPSS for findings of the current study, revealing that SFL genre based writing instruction was more effective than a conventional bottom-up writing method in terms of improving expository writing quality of the EFL tertiary level college students. (Mokwon University)

The ESP Genre-Based Reading Instruction in the EFL Writing Class: Developing Student’s Metacognitive Genre Awareness and Argumentative Writing Skills

김민정 한국현대영어영문학회 2014 현대영어영문학 Vol.58 No.3

There are some descriptions and explanations of theoretical frameworks regarding the ESP genre- based reading instruction in the EFL writing class. It has also produced relevant pedagogical proposals. However, the empirical research in relation to the ESP genre based reading instruction particularly in the EFL writing class in South Korea is still a less developed area of research. In this paper, background theories and previous studies relevant to the topic of the study are examined such as reading to writing model, metacognition, genre, metacognitive genre awareness and the ESP genre based reading instruction. Drawing on the analysis of the data collected from students (n=82) at a university in South Korea, this study revealed that the ESP genre based reading instruction cultivated metacognitive genre awareness to improve argumentative writing skills of EFL college students.

Developing EFL students' writing skills through a genre-based strategy

Hannah Ko(Hannah Ko) 글로벌응용인문학회 2024 글로벌응용인문학연구 Vol.2 No.1

Korean students of English as a foreign language (EFL) may find it particularly difficult to write academic papers due to the country's emphasis on traditional classroom instruction. Proficiency in academic writing requires students to have a deep comprehension of genre variance and to become experts in genre expertise. The purpose of this study was to investigate how genre-based training affected EFL students' academic writing performance. This study specifically aims to ascertain if students who study academic writing using genre-based education increase both their writing performance and their sense of genre. 56 Korean undergraduate students participated in the study. Four research tools were employed in total: semi-structured interviews, student writing, student reflection, and pretest and posttest. Descriptive statistics were used to examine the writing scores of the students. Using an independent-sample design, a t-test was run to analyze the mean differences between the two groups that received various kinds of teaching. Through student comments and interviews, the awareness of genres and attitudes toward the learning process of the target students were investigated. On the basis of the findings of the pretest, this study came to the conclusion that the writing abilities of both the control group and the experimental group were comparable. The experimental group fared much better than the control group in every category of academic writing when compared to the control group. This was the case across the board. In addition, the data demonstrated that the students who were the focus of the study improved their understanding of the genre in four unique areas: textual aspects, audience awareness, purpose awareness, and permissible material. Additionally, they had a positive attitude with regard to instruction that was based on genre. In order to provide educators and practitioners with recommendations for incorporating genre-based training into writing education, the purpose of this study is to provide guidelines.

협력 쓰기 활동을 통한 장르중심쓰기지도가 고등학생의 영어쓰기능력 및 정의적 태도에 미치는 영향

이경미,이은주 현대영어교육학회 2014 현대영어교육 Vol.15 No.2

This study explores the effects of the genre-based writing instruction on high schoolstudents’ genre writing performance and learning attitudes. For this purpose, 90 first-yearhigh school students; participated in the study. Two experimental groups worked on thecollaborative writing activities in pairs or small groups respectively at the jointconstruction stage while a control group did not. The results of this study indicate that theoverall process of the genre-based writing instruction is an effective way to help improvestudents’ writings skills. Two experimental groups showed significant improvement in theaspect of task completion and content. The analysis of the dialogues during collaborativewriting demonstrates that the small groups tended to produce more interactions in theprocess of writing than the pairs, focusing mostly on the content and language use. Finally, the overall process of the genre-based writing instruction seems to contribute toraising the students’ interest, motivation, and confidence toward learning and writingEnglish. The genre-based writing instruction through collaborative writing may helpimprove the high school students’ English writing abilities and the learning attitudes inpositive ways. The results from this study can provide English teachers with a step-bystepand explicit way to teach writing in English classrooms. Besides, includingcollaborative writing activity at the joint construction stage, the teacher will be able topromote the peers’ scaffolding as well as the teacher’s assistance if needed.

장르 기반 환경적 쓰기 교수.학습 모형 개발 연구

원진숙 ( Jin Sook Won ),황정현 ( Cheng Hyeon Hwang ),이영호 ( Young Ho Lee ) 서울敎育大學校 初等敎育硏究所 2011 한국초등교육 Vol.22 No.2

이 연구는 현행 초등 쓰기 교수,학습 방법을 개선할 수 있는 교수,학습 모형 개발을 그 목적으로 한다. 소위 장르 중심의 쓰기 교육을 표방하고 있는 2007 개정 교육과정의 틀 안에서 이루어지는 현행 초등학교 쓰기 교육 방법에 대해 교과서 단원 분석을 통해 살펴본 결과, 장르 중심 쓰기의 전형적인 3단계 모형을 적용하고 있으나 학습활동의 단순성, 초등 필자의 특수성 등으로 인해 교실 수업으로 실행될 때는 왜곡될 가능성이 있음을 지적하고, 교실 현장의 교수,학습의 질을 높이기 위해서는 적절한 교수,학습 모형 개발이 필요함을 주장하였다. 이에 현행 장르 중심 쓰기 교수법에 대해 재검토하면서, 예시문을 단순히 ‘읽기 자료’로만 활용하고 정작 ‘맥락과 텍스트의 모형화’에 이르지 못하는 경우, 예시글 모방에만 치우쳐 상투적인 내용만을 단순 재생산하고 있는 경우, 장르를 형식적 틀로만 인식하는 오개념을 학생들에게 확산하는 경우, 학생들이 필자로서 쓰기 과정을 온전히 경험하지 못하는 경우 등의 폐단을 극복하기 위해 ‘환경적 교수법’을 방법적 대안으로 도입할 것을 제안하였다. 이어 환경적 교수법의 개념을 정리하고, 학습을 지원하고 유도하는 ‘환경’과 탐구를 중심으로 하는 ‘관문 활동’이라는 특성에 주목하여 ‘장르 기반 환경적 교수법’이라는 대안적 교수법을 제안하고, 교수, 학습의 효과를 극대화 할 수 있도록 구체적인 쓰기 교수 학습 모형을 개발하였다. ‘장르 기반 환경적 쓰기 교수 학습 모형’은 ‘관문 활동을 통해 장르의 특징 탐구하기 → 교사와 협력해서 텍스트 구성하기 → 학습자 스스로 텍스트 구성하기 → 텍스트 공유하기를 통해 독자의 반응 경험하기 → 글 고쳐쓰기’ 등의 절차를 통해서 구체화된다. 학습자는 이러한 일련의 절차를 통해서 장르에 관한 지식을 익히고, 일련의 쓰기 과정을 통해서 한 편의 글을 직접 써 보고, 이 글을 매개로 쓰기 공동체의 동료 학습자들과 소통하는 경험을 통해 반성적이고 성찰적인 필자로 성장할 수 있도록 설계 되었다. 아울러 이를 초등학교 현장에 적용해 봄으로써 그 교육적 가능성과 효율성을 검증해 본 결과 본 교수,학습 모형이 쓰기 능력 신장에 유의미함을 확인하였다. In this paper, we have attempted to suggest the genre based environmental teaching method for fostering elementary students` writing competence in the frame of 2007 revised Korean Language Curriculum. We review the writing education methods through the 2007 revised Korean Language Curriculum, Textbooks for elementary students and investigate genre based teaching, environmental teaching. We suggest the genre based environmental teaching method and instructional model for fostering elementary students` writing competence. Genre based environmental teaching method aims to help student`s writing growth by establishing authentic writing environment, providing meaningful writing task, and offering scaffolder in ZPD space. Genre based writing environmental instructional model is realized through the following procedures: investigating the genre`s features through gateway activity→joint constructing texts with teacher→ independent construction of text→ experience response of audience by sharing text→revising text. In this study, we applied this writing instructional model to the real classroom situation and verified the meaningful education effect.