중국인 학습자를 위한 과정 중심 쓰기 교육 방안 = A study for process-based writing education strategy of Korean for Chinese learners

다국어 초록 (Multilingual Abstract)

ABSTRACT

A Study for Process Based Writing Education
Strategy of Korean for Chinese Learners


Choi Ji Yeon
Majored in Korean Language Education
Department of Korean Language & Literature
Graduate School Chengju University
Directed by Professor
Kim Hee Sook

This study aims to apply process based writing education strategy model to actual class by understanding difficulties of writing of Korean by Chinese learners. This study aims to suggest a practical learning method so that students participate in the course actively focusing on the process rather than result.
Chapter 1 examined the purpose of process based writing education after investigating a current writing education status and any necessity of change. In addition, the study introduced methodology to carry out and examined Korean writing education so far through previous studies.
In chapter 2, the study examined the writing education theory emphasizing a necessity of change to process based writing education. And the study examined the process based writing education theory and practice, set strategy and use it in the pilot class actively.
In chapter 3, actual class was carried out to figure out effects of process based writing education. Preliminary writing was carried out to write a thematic writing in a given time without writing strategy or feedback. And then by applying process based writing strategy, the class was carried out in the same theme within the same time. After writing, questionnaire survey was executed to understand the idea of the writing education.
In chapter 4, the study examined the effect of process based writing education by analyzing a pilot class. As a result, the number of vocabulary increased at the post-writing and the vocabulary level was increased from elementary to intermediate level. The vocabulary error was reduced so that perfection level was enhanced. It demonstrates that the pilot class was effective to students. Based on the pilot class, the characteristics of errors of Chinese learners were figured out. And, when the questionnaire survey was carried out, majority students answered more writing time was required. Based on the above test result, the study summarized process based writing education strategy.
In the final chapter 5, the process based writing education strategy for Korean and its effect was summarized. While carrying out process based writing education, this study raised the limitation and expected to have continual research and development to prove effects by applying complemented actual classes.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론
• 1.1. 연구 목적 및 방법
• 1.2. 선행 연구
• Ⅱ. 과정 중심 쓰기 교육의 이론적 배경
• 2.1. 쓰기 교육의 이론적 배경
• 2.1.1. 형식주의 쓰기 이론
• 2.1.2. 인지주의 쓰기 이론
• 2.2. 과정 중심 쓰기 교육의 이론과 특징
• 2.3. 과정 중심 쓰기의 학습 전략
• 2.3.1. 내용 생성하기
• 2.3.2. 내용 조직하기
• 2.3.3. 초고쓰기
• 2.3.4. 다듬기
• Ⅲ. 과정 중심 쓰기 교육의 실제
• 3.1. 연구 설계
• 3.2. 연구 참여 대상 선정
• 3.3. 실험 수업용 주제 및 어휘 선정
• 3.3.1. 실험 수업용 주제 선정
• 3.3.2. 실험 수업용 어휘 선정
• 3.4. 사전 쓰기 수업 모형 및 지도안
• 3.5. 과정 중심 쓰기 수업 모형 및 지도안
• Ⅳ. 과정 중심 쓰기 교육의 효과
• 4.1. 실험 수업 결과 분석
• 4.1.1. 사전 쓰기 수업 결과
• 4.1.2. 과정 중심 쓰기 수업 결과
• 4.1.3. 중국인 학습자들의 쓰기 오류 특징
• 4.1.4. 사전 쓰기와 사후 쓰기의 결과 비교
• 4.2. 설문 조사 결과 분석
• 4.3. 과정 중심 쓰기 교육 방안
• Ⅴ. 결론
• 참고문헌
• ABSTRACT
• 부록