쓰기 프롬프트와 장르가 영어 쓰기 수행에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this dissertation is to investigate the effects of writing prompts and genres on EFL learners’ writing performance. First, in order to measure the students’ writing abilities pre-and post-writing tests were performed before and after the treatment. Then, to investigate the effects of the prompts and genres, two kinds of writing prompts(bare prompt and prose model prompt) and two writing genres(descriptive writing and narrative writing) were given to students for writing tests by counter balancing. In addition, questionnaires were delivered to the students to collect their thoughts and opinions of their writing performances produced during this study including their English learning background and their needs regarding English writing skills. In evaluating students' writing products, both holistic and analytical rubric were employed in this study. TWE was used as a holistic rubric and the analytic method consisted of five main categories: content, organization, vocabulary, grammar, and mechanics (with many subcategories). Data was analyzed by a t-test through the SPSS program.
The results of this experiment are as follows:
First, the experiment showed that there was a significant difference in students' scores in writing between the pre- and post-writing tests. This implies that constant writing practices without any writing instructions had a positive effect on improving students' writing proficiency by raising consciousness.
Second, writing prompts had a significant effect on the students’ writing performance. When students produced their writings with the prose model prompt, they achieved higher scores than those of bare prompt’s.
Next, there were no statistically significant differences between the descriptive and narrative writing genres. These genres did not elicit an significant result on students’ writing performances.
Finally, the students performed better in descriptive writing than narrative writing with the prose model prompt. Conclusively, in a more challenging writing genre, descriptive writing, prose model prompt is more beneficial to English learners than bare prompt. On the other hand, the narrative writing did not have a meaningful effect on students’ writing performance between the two prompts.
Beyond the latter four conclusions, the research provided additional findings. Writing tasks without any writing instruction plays an important role to improve students’ writing proficiency, in particular in the middle and lower level groups. In general, prose model prompt had a positive effect on students’ writing performance. But there were no statistical differences in relation to vocabulary. Further findings showed that the prose model prompt was likely to be more helpful for higher and lower level groups rather than middle level students. Furthermore, the bare prompt provided with narrative essay had an meaningful result on lower level group.
According to these results, this study suggests the following;
First, greater opportunities for writing tasks should be given to English learners, especially to students in the beginning level. Second, considering students’ level in writing proficiency, more various kinds of prompts need to be provided to the students as a crucial factor in increasing writing performance. Third, in order to train global elites who are equipped with communicative competence in the world, students need to be exposed to more diverse writing genres focused on social functioning. Fourth, English teachers should realize the necessity and importance of writing as an integrated skill to reinforce other English skills. In addition, teachers have to measure students’ English ability exactly and provide proper feedback for the students to maximize the effects of learning to write. Further studies are needed to investigate a greater range of ages, as well as regions of the subjects in Korea.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구의 필요성 및 목적 1
• 1.2. 연구의 구성 7
• 2. 이론적 배경 8
• 2.1. 영어 쓰기 8
• 2.1.1. 정의 및 개념 8
• 2.1.2. 영어 쓰기 교육의 중요성과 필요성 11
• 2.1.3. 현 교육과정에서의 영어 쓰기 교육의 실태 13
• 2.2. 쓰기 프롬프트 15
• 2.2.1. 프롬프트의 개념 16
• 2.2.2. 쓰기 프롬프트의 유형 22
• 2.2.3. 영어 쓰기 교육에서의 프롬프트의 역할 30
• 2.3. 쓰기 장르 34
• 2.3.1. 장르의 개념 34
• 2.3.2. 쓰기 장르의 유형 36
• 2.3.3. 영어 쓰기 교육에서의 장르의 역할 43
• 2.4. 선행 연구 45
• 2.4.1. 쓰기 프롬프트에 대한 선행 연구 45
• 2.4.2. 쓰기 장르에 대한 선행 연구 50
• 3. 연구 방법 54
• 3.1. 연구 대상 54
• 3.2. 연구 자료 55
• 3.2.1. 쓰기 평가 55
• 3.2.2. 설문지 57
• 3.3. 연구 절차 58
• 3.4. 채점 절차 59
• 3.5. 자료 분석 63
• 4. 연구 결과 65
• 4.1. 쓰기 실력 향상 정도 65
• 4.1.1. 전체 분석 65
• 4.1.2. 수준별 분석 67
• 4.2. 프롬프트 종류에 따른 쓰기 결과 71
• 4.2.1. 전체 분석 72
• 4.2.2. 수준별 분석 74
• 4.3. 장르에 따른 쓰기 결과 85
• 4.4. 프롬프트와 장르간의 관계 87
• 4.4.1. 기술하는 글쓰기 장르와 프롬프트 종류와의 관계 87
• 4.4.2. 이야기체 글쓰기 장르와 프롬프트 종류와의 관계 96
• 4.4.3. 문장 프롬프트와 쓰기 장르와의 관계 104
• 4.4.4. 모형 프롬프트와 쓰기 장르와의 관계 112
• 4.5. 설문 분석 결과 115
• 5. 결론 및 제언 121
• 참고문헌 126
• ABSTRACT 136
• 부록 140