Most learners consider writing a very painstaking activity. It is difficult to write not only in a foreign language but also in a native one. However, it is hard to say that one has communicative competence without being proficient in writing, especia...
Most learners consider writing a very painstaking activity. It is difficult to write not only in a foreign language but also in a native one. However, it is hard to say that one has communicative competence without being proficient in writing, especially it is inevitable for the learners with academic purpose. In addition, teaching writing is essential as writing provides learners with a chance to utilize Korean expressions including vocabulary and grammar learned, which facilitates Korean acquisition. Therefore, this study is intended to present a model of collaborative writing in class for an effective teaching Korean writing and apply it to the real class to observe the difference in learners' writing.
Teaching collaborative writing leads learners to have more interest and participation in learning writing by reducing the burden that the individual learners would have to complete a writing task by themselves. Moreover, as they have more chances to learn a variety of writing strategies through interaction with other learners, collaborative writing tasks shared with peer learners are often introduced in Korean writing class. It is also meaningful that collaborative writing helps the learners 'to write considering audience' while interacting with peer learners. This study presented teaching collaborative writing model and running class method which were checked and supplemented through pre-experiment and then implemented experimental class to verify the affect of the teaching collaborative writing.
The class was run for the Korean learners of level 3 in two groups with three writing tasks: one is an experimental group in which the method of teaching collaborative writing was applied to and the other is an control group in which the general method of teaching writing was applied to. To observe the affect of the teaching collaborative writing on the learners, a quantitative research method of assessing learners' writing and qualitative methods of observing class activities, comparing and analyzing learners' writing, and after-experiment survey were carried out. The result of the experiment was analyzed from various angles such as writing score analysis by marker, writing contents analysis, observing learner's classroom activities, and after-experiment survey including both quantitative and qualitative ways.
According to the analysis, the teaching method for collaborative writing has positive affects on the learners as follows:
First, teaching collaborative writing helps all the learners' writing competence to get improved evenly. According to the scores of pre and post experiment tests, the learners' score of experimental group got higher. On the contrary, the scores of the control group varied with respect to the individual competence. The scores of some learners were a lot improved, some learners' were much the same as before, and the others' were even dropped. The score gap between the most improved learner's and the most decreased one's was 12 points. In short, the score difference varied according to the individual learners' competence.
Second, the communication among peer learners during the writing tasks affected the content of the writing, which helped them to write considering audience. This is because they could complete well organized writing which was clear in the topic and goal as the interaction on sharing ideas with peer learners affected the contents of the writing.
Third, learners came to have self confidence in writing as they carried out their own tasks by themselves without teacher intervention. The learners of the experimental group were active in the process of implementing the tasks and solving the problems without any direct teacher intervention. As the learners solved the problem by themselves, they felt sense of accomplishment and pride which acted a positive energy to carry out another writing task.
Fourth, learners came to understand other peer learners during the collaborative writing process, and built closeness and trust among themselves, which lowered the burden in writing. Learners shared their own stories with other members during the collaborative writing. Communicating each other led them to a better relationship with closeness and trust as time went by. These closeness and trust affect in a positive way in another writing tasks to a better collaboration.
Considering the positive effects of the teaching method of collaborative writing, the writing class should be led by the learners in collaboration with other peer learners to carry out the writing tasks.
，韩语毕业论文，韩语论文范文 |
