Recognizing the difficulties caused by the complex nature of writing among Korean learners, this study set out to search for teaching and learning plans for Korean writing in an element integrative approach based on the organic integration of essentia...
Recognizing the difficulties caused by the complex nature of writing among Korean learners, this study set out to search for teaching and learning plans for Korean writing in an element integrative approach based on the organic integration of essential components required in writing.
Writing is a type of active communication between the writer and reader via a medium and has close relations with the surrounding world, thus needing the active integration of various components. Writing education has so far, however, been inclined toward a couple of elements rather than the organic integration of all the components, which has made it difficult to expect results of high completion level.
The present study thus prepared element integrative writing knowledge by systemizing the essential components of writing and connecting them to required knowledge, focusing on a search for teaching and learning plans for element integrative writing to produce results of high completion level based on the knowledge.
In an effort to integrate the components of writing, the study objectified changes to the perspectives of writing theories and categorized many different elements required in writing into human, contextual and content domains. The components of writing were systemized by including the writer and reader playing independent roles in writing in the human domain, the situational contexts surrounding the writer and reader in the contextual domain, and the creation of topic and content, semantic compositions including semantic organizations, and linguistic knowledge to polish the produced information sophisticatedly in the content domain.
The study also prepared communicative, topic and content, structural, and expressive knowledge as the basic knowledge of element integrative writing and systemized its characteristics by linking them to the components of writing.
By proposing the utilization of model texts helpful for learners' writing in element integrative writing, the study built a base for the production of actual writing results in four types of text structure including the overall classification, cause and effect, problem-solving, and comparison and contrast structure.
The study analyzed Korean teaching materials and surveyed learners for their needs based on the criteria of element integrative writing, analyzed the writing environments of Korean learners, and used the results as the grounds to make teaching and learning plans for element integrative writing. The analysis results of current Korean teaching materials show that many of the teaching materials did not present the communicative, topic and content, structural and expressive knowledge required for learners to produce results of high completion level clearly, thus raising a need for explicit presentation of content related to the components and knowledge required in writing. The survey results of learner needs reveal that Korean learners found writing burdensome and difficult, thus raising a need for teaching materials to integrate a variety of elements required in writing. A model text provided to lessen the learners' burden with writing turned out to have positive effects.
The study divided Korean learners into the experiment and control group, applied a model text to the experiment group and no model text to the control group, and conducted quantitative and qualitative analysis of their results based on the basic knowledge of element integrative writing.
The quantitative analysis results show that model text-based writing had significant effects on writing in an element integrative approach. That is, the writing results based on a model text had positive effects on the knowledge of element integrative writing and thus led to results of improved quality with some differences according to the types of text structure. The utilization rate of expressive knowledge was the lowest among the types of element integrative writing knowledge according to the types of text structure, which indicates that Korean learners had difficulties with utilizing such formal elements as markers, grammar, and styles in writing.
The qualitative analysis results reveal that the control group to which no model text was applied did not present writing objectives clearly in the communicative and topic and content knowledge aspects, omitted realistic content information fit for the topic in actual texts, and did not expand the information needed by potential readers fully compared with the experiment group to which a model text was applied. The control group also exhibited negative patterns in the structural knowledge aspect by failing to write a text of proper formal composition and in the expressive knowledge aspect by using markers considerably less than the experiment group, being excessive with the usage of infinitive markers, and choosing vocabulary and styles not fit for the situational contexts of discourse community.
Based on those analysis results, the study proposed teaching and learning principles, models, and activities for element integrative writing for Korean learners. The study first proposed teaching and learning principles to have the components of writing required for the production of results and organically connected each other perform their respective roles and produce results of high completion level containing writing knowledge in a balanced manner. The study devised a teaching and learning model to arrange the components of element integrative writing and do writing in which element integrative knowledge worked based on the organic relations among the components. Based on the model, the study made a teaching plan by making use of a model text throughout the writing processes and result production processes including recognizing a topic, looking through a model text, conducting explicit analysis of model text, planning the entire text, creating and operating content, making an expression, and checking,
，韩语毕业论文，韩语毕业论文 |
