This study was carried out to analyze drafts and revised drafts of the critical writing written by the Korean learners for an academic purpose using an analysis method of topic structure, and consequently to identify the characteristics of discourse o...
This study was carried out to analyze drafts and revised drafts of the critical writing written by the Korean learners for an academic purpose using an analysis method of topic structure, and consequently to identify the characteristics of discourse of writings written by learners. Additionally, the effectiveness of education and feedbacks by teachers on a sentence topic and a topic structure was examined by comparing between drafts and revised drafts, and the characteristics of the critical writing by Korean learners were identified through the comparison among genres and groups.
For this research, 40 drafts and revised drafts of the critical writing by learners were collected respectively. Revising was performed based on the education about a sentence topic and a topic structure and the feedbacks from teachers. As a result of analysis on the collected drafts and revised drafts, the characteristics of a draft were found like follows. The learners were found to have a discursive writing structure by changing sentence topics too often rather than suggest a variety of information about the relevant topic while consistently maintaining a single sentence topic throughout. Furthermore, the coherence as a discourse topic was lessened by listing too many sentence topics. However, they showed improvement in the revised drafts. That is, an unfocused listing of sentence topics was reduced and a consistent sentence topic was maintained. In addition, the depth of a discourse was enhanced by developing sentence topics specifically and intensively.
Next, the comparison between the narrative writing and the critical writing by learners shows opposite characteristics. In the critical writing, unfolding sentence topics did not progress closely toward the discourse topic, which resulted in a discursive topic structure, Contrarily, in the narrative writing, even though the coherence of a discourse and the organizational compactness was enhanced, it made the writing seem dull because it was repeated excessively specific forms of sentence such as started like “I was” or “I did.” Through this result, it was found that the development aspects of sentence topics which learners show in the critical writing and the narrative writing were quite different and a direction for the better writing performance could be suggested.
Lastly, the topic structure of a group of native Korean writers was compared with that of Korean learners in their drafts. The consistent and intensive development of sentence topics have a positive influence on the topic structure. From this perspective, professional native writers were the most excellent followed by native university students at a higher level and then, native university students at a lower level. Korean learners showed the lowest score in the positive topic development category compared to a group of native Korean writers. In addition, the very opposite result turned out in the sentence topic development category which is negative to the topic structure. However, when compared with the revised drafts of learners, learners show a similar level of positive development aspect as native university students. Consequently, the effectiveness of education and feedbacks has been proven based on the result showing that learners can improve to the similar level as native university students through education and feedbacks.
As discussed above, this study has a significant meaning as follows. Firstly, the target group for the topic structure analysis was expanded from the previous native Korean learners to Korean learners. Secondly, the effectiveness of education and feedbacks could be proven through a comparative analysis between drafts and revised drafts. Thirdly, writings by learners were looked at from multilateral perspectives by comparison among genres and groups.
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