요약형 과제와 논증형 과제의 수행이 텍스트 학습에 미치는 효과 = Effects of Summary and Argument Essay Tasks on the Learning of Multiple Texts

다국어 초록 (Multilingual Abstract)

This study aims to compare the effects of summary and argument essay tasks when undergraduates read multiple texts on a particular content domain. For this purpose, data were collected from 137 undergraduates with low prior knowledge on topic. Further, quantitative analyisis by sub-criteria was employed to evaluate the effects of writing tasks on the learning of multiple texts.
The results were as follows.
First, participants in the summary condition outperformed those in the argument condition, which could be said to bolster the assumption that agument essay tasks are not optimal for everyone, especially those without sufficient prior knowledge.
Second, the cognitive processes displaying intertextual & writer-source integration was separated between the naïve and sophisticated learning groups.
Third, participants who used the whole given documents in order to write a argument essay obtained higher scores on the measures developed to assess text recall and intratextual & writer-source integration, respectively.

국문 초록 (Abstract)

이 연구는 내용 영역 지식을 포함하는 복수의 자료를 활용한 학습 상황에서 상이한 과제의 수행이 개인의 텍스트 학습에 어떻게 영향을 미치는지 살펴보았다. 이를 위해 화제에 대한 충분한 선행 지식을 갖추지 못한 대학생 필자 137명을 대상으로 요약형 과제 또는 논증형 과제 가운데 하나를 선택하여 글쓰기를 수행하도록 하고, 과제 수행 후 내용 영역 지식에 대한 회상, 자료 내 통합, 자료 간 통합, 필자-자료 간 통합 수준을 측정해 그 결과를 분석하였다.
연구의 주요 시사점을 정리하면 다음과 같다. 첫째, 선행 지식이 부족한 참여자를 대상으로 학습 목적 글쓰기를 수행하도록 하였을 때 논증형 과제의 효과는 반드시 긍정적으로 나타나지 않았다. 둘째, 우수한 학습 효과를 보인 집단과 그렇지 않은 집단이 수행한 자료 통합 행위는 상이한 경로를 거친 것으로 나타났다. 셋째, 학습 목적 글쓰기의 성패는 텍스트 정보의 정교화뿐 아니라 학습의 범위에 해당하는 모든 정보를 글쓰기에 활용했는지 여부에 따라 크게 달라졌다.
이 연구는 명시적으로 주어진 과제 유형의 영향뿐 아니라 참여자의 개인적 속성에 따른 차이도 고려했다는 점에서 텍스트 학습의 영향 요인을 규명하고, 향후 학습 목적 글쓰기 교육을 설계하는 데 하나의 기초 자료로 활용될 수 있을 것이다.

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