A Study of Korean Writing Education for Reinforcement and Integration of Content Knowledge: Focused on Academic Reports by Foreign Students This study aims at reviewing the category of content knowledge required for academic of foreign student... A Study of Korean Writing Education for Reinforcement and Integration of Content Knowledge: Focused on Academic Reports by Foreign Students This study aims at reviewing the category of content knowledge required for academic of foreign students and providing the way to educate academic writing for foreign students on the basis of the knowledge-constituting model of Galbraith (1999). At the writing education research for foreign students to date, more researches of acquiring genre knowledge, linguistic knowledge or process knowledge focused on the talk structural aspect were done as to the content of writing classes than content knowledge. However, as for academic s, it is very important to extend and review content knowledge and show independent viewpoint of the learner him/herself. This study thought that the content knowledge-constituting education must be the content of writing education, and tried to get answers after setting three research issues such as the category of content knowledge required at the academic s, pattern of content knowledge shown at the academic of Korean mother tongue speakers and foreign students, and realizing academic writing classes for foreign students. For this, it has reviewed types and constitution of the academic s first, and made progress of categorization of content knowledge as to academic s based on this. As a result of the work, prior knowledge, inter-textual knowledge and integrated knowledge were set as the categories of content knowledge of academic . Accordingly, this designed the writing class for academic of foreign students by setting ‘activation of prior knowledge, contextualization of inter-textual knowledge through multi-text, generation of integrated knowledge through talk integration’ on the basis of the knowledge-constituting model by Galbraith (1999) as the main principle. This model is significant in that it is a way that has approached the essence of academic which has approached from the aspect called as knowledge constitution, not finding the process of academic writing from cognitive dimension. In addition, it has checked the pattern of inter-textual knowledge and integrated knowledge appeared at the academic s of good academic s by the Korean mother tongue speakers and academic s of foreign students and looked at the differences between two groups. These check-ups of pattern will prepare grounds of academic writing education plan afterwards. Good academic s targeted 30 prize winning pieces of <Good Report Competition> of Teaching-Learning Center of S University. The academic s written by foreign students are 30 pieces of academic s submitted as the term-end s at the liberal arts writing classes in S University. As a result of the analyses, every good academic received good evaluations in selection and connection, transformation of inter-textual information, generation of integrated information and validity of inference. Whereas, the academic s by foreign students have not associated reference text information close to the topic. Additionally, they did not transformed the information, and many of them completely copied them. Furthermore, groundless beliefs or thoughts mainly appeared, and many of them failed to generate significant integrated knowledge. Especially, in case of foreign student s, selection and connection of knowledge and generation of integrated knowledge appeared very low, so educational disposal of this was required. On the basis of theoretical discussion done beforehand and the results of pattern of academic s at Chapter 3, academic writing class model and step-by-step activities for foreign students were provided. The first step is forming goal (grasping topic, checking prior knowledge, extracting key words for data searching), second, selecting information (checking data, selecting data, setting talk integration structure, listing), third, reinforcing information (learning talk integration and learning talk sign, arranging data, checking structure between data), fourth, integrating information (calculating and checking integrated knowledge, reviewing validity), fifth, recirculating (completing, presenting, correcting the ). After designing the class, the effect of writing class was verified that was designed at this by setting experimental group that has applied writing class mainly of knowledge constitution and controlled group that has not. As a result, the area of ‘selecting information’ area was remarkably improved in the experimental group than the controlled group in the aspect of inter-textual knowledge, and in the aspect of integrated knowledge, ‘validity of inference’ area was greatly improved. Egocentrism of the writer was decided to be relieved. The amount of reference texts that have become the ground of inter-textual knowledge somewhat increased. In addition, we could find out that the writing ability of the experimental group that has applied academic writing class model was improved more than the controlled group. Through this, we could find out that this writing class model is effective in the aspect of the knowledge constitution and writing ability improvement. Additionally, this study has conducted a survey of writing attitude and FGI (Focus Group Interview) to find out the change in writing attitude before and after the experiment. In the writing attitude, experimental group increased in three areas evenly such as perception of writing, reaction and attitude for content knowledge than the controlled group. Moreover, we could find out that the writing confidence and efficacy of experimental group students were improved. This study suggested the category of content knowledge as the necessary conditions of the academic and checked the concrete pattern through actual text analysis. Based on this, it has provided academic writing classes for foreign students, and then verified through quantitative and qualitative methods. Comparing and analyzing the academic content knowledge of foreign students and good academic s are significant in that they are the analysis of the characteristics of the academic and informed the direction of academic writing education for foreign students at the same time. Based on this, academic writing education has an aim, gradual calculation of content knowledge (prior knowledge-inter-textual knowledge-integrated knowledge). Through academic writing classes mainly of reinforcement and integration of content knowledge, learners come to understand the characteristics of academic and are expected to be able to acquire the way to integrate talks and multi-use content knowledge. ，韩语论文网站，韩语论文范文 |
