협력쓰기가 한국어 쓰기 능력 향상에 미치는 영향 연구 : 문제 해결 쓰기 전략을 중심으로

다국어 초록 (Multilingual Abstract)

ABSTRACT

Effects of Collaborative Writing on the Improvement of Korean Writing Ability
- principally based on 'problem-solving' writing strategies -


Youngsook Kong


Department of Korean Education
Graduate School of Kongju National University
Gongju, Korea

Recent movements in writing education using Korean as a foreign language are intended to be more learner-oriented than in the past. In reality, however, writing education still remains as result-oriented as it has always been. If advancement and improvement are to be made, Korean writing education should be focused on a personal cognitive process. In addition, writing education theory in terms of social constructivism should be more widely accepted, which would better align the emphasis on social interaction with that of current trends in Korean education. Basically, it is suggested that Korean learners could improve their writing skills more easily through cooperative activities. This would also allow various opportunities to share communication using other language skills such as speaking and listening. As a result, students would improve overall communications skills while they effectively increase their Korean writing ability.
By adding problem-solving features to writing education through the collaborative writing process, both cognitive constructivism (which emphasizes a personal cognitive process) and social constructivism (which emphasizes social interaction like feedback from the group members) are introduced to the students. Such a system was devised for this study and it was directly applied to the model for Korean writing education. The goal was to identify any measurable writing skill improvement between the test group and the control group.

The study was conducted using 24 students at Kongju National University. The 12 students in the test group received writing education according to Korean writing model, two hours a week for 13 weeks. The test group submitted an essay completed using collaborative writing and received feedback from the teacher. Those in the control group received only one hour of instruction a week, completed their assignments individually, submitted them, and received feedback from the teacher.

Both groups of students took a 50-minute pre-test and a 50-minute post-test to measure their writing skills. The results found similarities in Korean writing skills between the test group and the control group in the preliminary test. But according to the post test (PASW t-test), the test group showed more improvement than the control group, with 3.91 points on average in contents, 3.84 points in structure, 2.83 points in accuracy, and 2.04 points in fluency. Furthermore, the test group showed meaningful differences in content, structure and accuracy.

There were also positive results found during a reaction test conducted after the conclusion of the course. The findings supported the theory that problem-solving writing education and collaborative writing foster improvement in accuracy, content, structure, and fluency. Accordingly, it is believed that similar problem-solving writing education through collaborative writing would be a good model for future Korean writing education.

It is encouraging to see such a problem-solving feature being applied to an actual Korean writing education course. However, any enthusiasm is restrained in light of the limited time (13 weeks) and size (24 students) of the study. It is suggested that a more in-depth study should therefore be conducted on a greater number of students that would hopefully include representation from beginner, intermediate and advanced levels.

목차 (Table of Contents)

• Ⅰ. 서론 ……………………………………………………………………… 1
• 1. 연구의 목적 …………………………………………………………… 1
• 2. 선행 연구 검토 ……………………………………………………… 4
• 3. 연구 방법과 내용 …………………………………………………… 8
• 1) 연구 방법 ………………………………………………………… 8
• 2) 연구 내용 ………………………………………………………… 10
• Ⅱ. 이론적 배경 ………………………………………………………… 11
• 1. 쓰기 교수법의 변화와 교육적 시사점 ………………………… 11
• 1) 결과 중심 교수법 ……………………………………………… 12
• 2) 과정 중심 교수법 ……………………………………………… 13
• 3) 장르 중심 교수법 ……………………………………………… 18
• 2. 쓰기 교수-학습 모형 ………………………………………………… 20
• 3. 문제 해결식 한국어 쓰기 교수-학습 모형 …………………… 26
• 1) 기존의 한국어 쓰기 교수-학습 모형 ………………………… 27
• 2) 동료 피드백을 활용한 협력쓰기 교수-학습 모형 ……………… 36
• Ⅲ. 연구 방법 및 절차 ……………………………………………………… 42
• 1. 연구 가설 …………………………………………………………… 42
• 2. 수업 모형의 교실 적용 대상 ………………………………………… 42
• 3. 연구 기간 및 절차 …………………………………………………… 45
• 4. 분석 도구 …………………………………………………………… 50
• 1) 평가 기준 설정 …………………………………………………… 50
• 2) 평가자의 신뢰도 ………………………………………………… 55
• 3) 분석 자료 ………………………………………………………… 56
• Ⅳ. 연구 결과 및 분석 ……………………………………………………… 58
• 1. 분석 결과 ……………………………………………………………… 58
• 1) 집단 간 동질성 ………………………………………………… 58
• 2) 쓰기 능력의 변화 ………………………………………………… 58
• 2. 설문지 분석 결과 ………………………………………………… 66
• Ⅴ. 결론 및 제언 ………………………………………………………… 79
• 참고문헌 ……………………………………………………………………… 82
• Abstract ……………………………………………………………………… 86
• 부록 …………………………………………………………………………… 89
• <부록 1> 사전 검사지 …………………………………………………… 89
• <부록 2> 사후 검사지 …………………………………………………… 90
• <부록 3> 사전 설문지 …………………………………………………… 92
• <부록 4> 사후 반응 검사지 ……………………………………………… 94
• <부록 5> 연습지 1(실험 집단용) ……………………………………… 97
• <부록 6> 연습지 2(통제 집단용) ……………………………………… 99
• <부록 7> 한국어 작문 평가표 ………………………………………… 102
• <부록 8> 사전 검사지(글쓰기 결과물) ……………………………… 103
• <부록 9> 사후 검사지(글쓰기 결과물) ……………………………… 105
• <부록 10> 연습지 결과물 ……………………………………………… 107