한국어 학습자용 워크북 쓰기 활동 유형 분석 연구

다국어 초록 (Multilingual Abstract)

This study aims to analyze the writing activities for the development of Korean Workbooks as a second language. This study will provide support for teachers to select or reorganize Korean workbooks afterwards and will help improve the quality of contents in Korean workbooks.
To achieve this purpose, this study selected 7 kinds of intermediate level Korean workbooks, examined their organizational system and analyzed the types of writing activities. The writing activities were analyzed based on Tomlinson's(1983) three types of writing : type of controlled writing, type of guided writing and type of free writing, and Kang, Seung-Hae's(2002) classification of writing activities.
Analyzing the writing activities of the Korean workbooks, this study has gained the following results.
First, the most writing activity types in the Korean workbooks were the type of controlled writing. The writing activities in the Korean workbooks consist of 85.9% of controlled writing, 10.6% of guided writing and 3.4% of free writing. <Sogang University workbook>, <Yonsei University workbook> and <Ihwa University workbook> did not present the type of free writing.
Second, the most various types of writing activities were shown in <Kyung Hee University workbook>. Then comes <Yonsei University workbook> and <Easy Korean Academy workbook> in that order.
Third, the writing activities in Korean workbooks heavily relying on controlled writing of 'sentence completion' type and 'fill-in-the-blanks' type. The writing activities in Korean workbooks consist of 47.7% of 'sentence completion' type and 23.9% of 'fill-in-the-blanks' type.
Based on the analysis result, this study will make the following suggestions.
First, controlled and guided writing activities should be more diverse and various. And they need to be presented in meaningful and interesting formats.
Second, the number of free writing activities must increase in order to strengthen students' writing skills so that they can express their thoughts and feeling throughout the workbooks.
Third, it is important to promote various writing activities from the integrated approach by collaborating with other language skills. It will improve students' communicative language skill.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구목적 1
• 1.2. 연구방법 2
• 1.3. 선행연구 4
• 2. 이론적 배경 10
• 2.1. 쓰기의 개념 10
• 2.2. 교재에서의 쓰기 활동 유형 13
• 2.2.1. 한국어 교재에서의 쓰기 활동 유형 13
• 2.2.2. 영어 교재에서의 쓰기 활동 유형 19
• 3. 한국어 학습자용 워크북 분석 23
• 3.1. 분석 대상 23
• 3.2. 분석 방법 24
• 3.3. 교재별 워크북의 특징 26
• 3.3.1. 경희대학교 출판국 <혼자 공부하는 한국어 중급1> 27
• 3.3.2. 서강대학교 한국어교육원 <서강 한국어 workbook 3B> 28
• 3.3.3. 서울대학교 언어교육원 28
• 3.3.4. 연세대학교 <활용연습 3> 29
• 3.3.5. 이화여자대학교 언어교육원 <말이 트이는 한국어 Workbook 2> 30
• 3.3.6. 한국어언어교육개발원 <아름다운 한국어 Workbook Ⅱ-1> 31
• 3.3.7. Easy Korean Academy 32
• 4. 워크북 쓰기 활동 유형 분석 34
• 4.1. 작문 유형별 분석 34
• 4.2. 쓰기 활동 유형별 분석 37
• 4.3. 워크북별 쓰기 활동 47
• 4.3.1. 경희대학교 출판국 <혼자 공부하는 한국어 중급1> 47
• 4.3.2. 서강대학교 한국어교육원 <서강 한국어 workbook 3B> 52
• 4.3.3. 서울대학교 언어교육원 55
• 4.3.4. 연세대학교 <활용연습 3> 58
• 4.3.5. 이화여자대학교 언어교육원 <말이 트이는 한국어 Workbook2> 60
• 4.3.6. 한국어언어교육개발원 <아름다운 한국어 Workbook Ⅱ-1> 62
• 4.3.7. Easy Korean Academy 64
• 5. 결론 및 제언 68
• 참고문헌 72
• Abstract 77