미국 대학 신입생 글쓰기(FYC) 교육의 새로운 방안 모색 = A Search for New Methods of American College First-Year Composition Education

다국어 초록 (Multilingual Abstract)

The purpose of this article is to examine the development of discussion over the problem of effectiveness of university first-year composition(FYC) education and the proposed alternative education method in USA.
A study on the means of FYC education in the context of university began in USA since 1970s, and discussion over effectiveness of FYC education took place in earnest since the mid-1990s. Discussion centered on (1) the problem whether knowledge and skills students learned through FYC education transfer when writing in other contexts, (2) the problem of how to reconstruct the educational contents of FYC when not fully transferred.
The alternative FYC education methods that make effective transfer possible were actively proposed since 2000s. In this article, the most notable ‘Writing About Writing(WAW)’ education and ‘Genre Awareness(GA)’ education were examined. WAW education replaces content area of FYC course with subjects of writing studies field. It is to increase self-awareness in writing of students by matching knowledge of writing with practice. On the other hand, GA education aims to develop ‘Genre Awareness’ through metacognitive understanding of genre. This helps students adjust to the genre when encountering unfamiliar genre in new context.
Now a search for transferable FYC education content has begun also in our FYC education field. In this situation, the example of a search for direction in USA provides helpful reference point. We need to absorb achievement of WAW education and GA education through various classroom experiments suited to our education field.

국문 초록 (Abstract)

이 글은 대학 신입생 글쓰기(FYC: First-Year Composition) 교육의 실효성 문제를 둘러싸고 미국에서 전개된 논의 및 제시된 대안적 교육 방안들을 검토하는 것을 목적으로 한다.
1970년대 이후 미국에서는 대학이라는 맥락 안에서 FYC 교육이 갖는 의미를 탐구하기 시작했고, 1990년대 중반 이후로는 FYC 교육의 실효성을 둘러싼 논의가 본격적으로 이루어졌다. 논의는 (1) FYC 교육을 통해 학생들이 학습한 지식 및 기술이 다른 맥락에서의 글쓰기를 할 때 전이(transfer)되는가의 문제, (2) 만약 전이가 충분히 이루어지지 않는다면 FYC 교육의 내용을 어떻게 재구성할 것인가의 문제를 중심으로 전개되었다. 2000년대부터는 효과적인 전이를 가능하게 하는 대안적 FYC 교육 방안이 활발히 제안되었다.
이 글에서는 그중 가장 주목할 만한 것으로 ‘글쓰기에 대한 글쓰기(WAW: Writing About Writing)’ 교육과 ‘장르 인식(GA: Genre Awareness)’ 교육을 검토했다. WAW 교육은 FYC 강좌의 내용 영역을 글쓰기 연구 분야의 주제들로 대체한다. 글쓰기에 대한 지식과 실행을 일치시킴으로써 학생들의 글쓰기에 대한 자기 인식을 고취하기 위해서다. 한편, GA 교육은 장르에 대한 메타인지적 이해로서 ‘장르 인식’을 길러주고자 한다. 이를 통해 학생들이 새로운 맥락에서 낮선 장르를 맞닥뜨렸을 때 해당 장르에 적응할 수 있도록 조력한다.
현재 우리의 FYC 교육 현장에서도 전이 가능한 FYC 교육 내용에 대한 모색이 시작되고 있다. 이러한 상황에서, 미국의 방향 모색 사례는 유용한 참조점을 제공한다. 우리 교육 현장에 맞는 다양한 교실 실험을 통해 WAW 교육 및 GA 교육의 성과를 흡수할 필요가 있다.

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