'장르'와 '과정'의 통합적 쓰기 교육 방안 연구 : 한국어 고급 학습자를 대상으로 = (A)study of the integrated writing instruction method of 'genre' and 'process' : focusing on Korean advanced learners

다국어 초록 (Multilingual Abstract)

Analyzing and evaluating the errors in the written text of a group of advanced Korean language learners and investigating the current conditions of Korean writing education, this study aims to find out more effective instructional method for writing. The result of the study has revealed the necessity of the integrated instructional method for writing and proved the educational effectiveness of the method.

Most of advanced Korean learners nowadays study Korean for KAP (Korean for academic purpose) and KOP (Korean for occupational purpose). For this reason, writing is an important function of language that they have to acquire. Most of the learners, however, find it difficult due to their insufficient writing ability. For this reason, there is a need to examine the current instructional method for writing and to find out the kinds of difficulties learners experience in order to suggest more effective instructional methods.
First, this study examined the history of the instructional methods for writing and it turned out that an integrated method in need because product-based approach and process-based approach, genre-based approach all have limitations. The examination of the current situation of the writing instruction suggested that this particular integrated instructional method is of great need for advanced Korean learners.
In chapter 3, this study investigated the current situation of the writing instruction by analyzing some Korean language textbooks. The results showed that the current writing instruction neither focus on the genre specific rhetorical features/expressions and nor teach the process of writing. It, therefore, suggests that it is necessary for advanced Korean learners to use the integrated instructional method of genre and process which enable them to choose appropriate discourse structures and expressions according to context and solve the problems by using strategies when writing.
In chapter 4, this study examines the difficulties of learners have by analyzing and evaluating the error appear in some written texts of learners. The study showed that the learners mostly have difficulties with the use of vocabulary/grammar and connecting contents logically. This indicates that many learners are not able to use words and grammar correctly and construct the contents logically. It is, therefore, necessary for teachers to teach learners to use the genre-based approach which focus on discourse structure and genre specific expressions and the process-based approach which allows learners to plan how to organize the contents and to check the feedback which provide learners chances to enhance the accuracy of their writing.
Chapter 5 discusses results of the needs analysis of learners and teachers. Learners and teachers are both well aware of the necessity of instruction about various genres and they both have pointed out that current instructional content and method of writing is not enough to enhance learners’ writing ability. It turned out that they do not consider about readers in the writing. As there is a rare chance to accomplish the purpose of writing without the consideration of readers, genre-based writing instruction which focuses on the socio-cultural context and readers is essential. Learners also need to pay more attention to organization of contents through process-based approach.
Chapter 6 discusses the effect of the two experiments carried out after examining what the integrated writing method of genre and process is and how to use in the classroom. At first, the model of the integrated writing method has been made and implicated to learners to teach expository essays. Comparing the results of the control group which used process-based instruction and the results of testing group which used integrated writing instruction, improvement in the writing ability of the testing group was observed and found that it is especially effective in organizing contents and constructing paragraphs.
Experiment was also conducted using the cover letter that learners wrote for their university entrance. The results showed that is has more effect than the first experiment in the content and organization and resister. Accordingly, it turned out that most effective way for advanced Korean learners is the integrated writing instruction method of genre and process.

The significance of this study is that it showed the genre-based approach in Korean writing instruction and the new writing instruction method which combines the genre-based approach and the process-based approach are effective. What is more significant is that the necessity of integrated instruction is observed by analyzing many factors connected with writing education. It is also important that this study examined how to use this instructional method in classrooms and proved the effect by conducting two experiments. There is, however, a limitation in that the number of experimental group was only a few and this study did not prove the effect for all genre. Nevertheless, it is significant that learners who used the integrated writing instruction method have shown improvements in their writing in a short period time especially in contents and discourse structure and register. Further studies on genre analysis need to be conducted as well as how to use this integrated instructional methods in the Korean language instruction.

목차 (Table of Contents)

• <차례>
• 1. 서론 1
• 1.1 연구의 필요성 및 목적 1
• 1.2 선행 연구 검토 및 문제 제기 5
• 1.3 연구 방법 및 연구 내용 13
• 2. 쓰기 교수법의 변화와 교육적 시사점 15
• 2.1 결과 중심 교수법 16
• 2.2 과정 중심 교수법 18
• 2.3 장르 중심 교수법 26
• 3. 한국어 고급 학습자를 위한 쓰기 교육 현황 42
• 3.1 한국어 고급 학습자 쓰기 교육의 목표와 특징 42
• 3.2 한국어 쓰기 교재의 분석 52
• 3.2.1 분석 대상 52
• 3.2.2 분석 방법 53
• 3.2.3 분석 결과 53
• 4. 한국어 고급 학습자의 쓰기 능력 분석 83
• 4.1 쓰기 텍스트 분석을 통해 본 쓰기 능력 83
• 4.1.1 분석 대상 83
• 4.1.2 분석 방법 85
• 4.1.3 분석 결과 86
• 4.2 쓰기 텍스트 평가를 통해 본 쓰기 능력 100
• 4.2.1 평가 대상 100
• 4.2.2 평가 방법 100
• 4.2.3 평가 결과 107
• 5. 쓰기 교육에 대한 학습자와 교사의 요구 분석 139
• 5.1 학습자의 요구 분석 139
• 5.1.1 조사 대상 및 조사 방법 140
• 5.1.2 조사 내용 144
• 5.1.3 학습자의 요구 분석 결과 149
• 5.2 교사의 요구 분석 169
• 5.2.1 조사 대상 및 조사 방법 169
• 5.2.2 조사 내용 171
• 5.2.3 교사의 요구 분석 결과 174
• 5.3 학습자와 교사의 요구 비교 분석을 통한 교육 방향 제시 198
• 6. 장르와 과정의 통합적 쓰기 교수법의 이론과 실제 205
• 6.1 통합적 쓰기 교육의 개념과 필요성 205
• 6.2 통합적 쓰기 교육 방법 개발 209
• 6.3 통합적 쓰기 교육 방법의 효과 검증 233
• 7. 결론 294
• <참고문헌> 297
• <부록> 306