This study plans to develop validated writing assessment tasks that for Korean for Academic Purpose that reflect the demands of the academic context in the social cognitive process and to that purpose this study presents the principle and methodology ... This study plans to develop validated writing assessment tasks that for Korean for Academic Purpose that reflect the demands of the academic context in the social cognitive process and to that purpose this study presents the principle and methodology in the task formation. In the academic writing process, a writer is affected by individual cognitive functioning along with culture. In the writing process, an individual’s cognitive process and cultural formation of meaning, and interaction are all extremely important thus prove the need for Korean writing assessment tasks that have the social cognitive process in consideration. First, through preceding research within studies of Korean for academic purpose, while thinking of reflecting concepts such as intertextuality, discourse synthesis, skill integration etc., there seemed to be a tendency for most studies in assessment writing tasks for Korean for academic purpose to not consider the social or the cognitive factors while examining the principles of assessment task writing and the assessment scales. In the second chapter, on the basis of the Social Cognitive Theory of Writing, through the examination of the theories of the social cognitive process, it was able to be discerned that discourse synthesis and skill integration in the cognitive aspect need to consider intertextuality and consideration for the readers in academic thinking skills. Based on this, this study formed ‘a model with factors in forming Korean writing assessment tasks that put the social cognitive process in consideration’. In the third chapter, in order to examine the present condition of the target language use, an academic purpose writing class was examined and in order to assess academic purpose language assessment, the representative assessment that is currently being carried out was examined for whether the social cognitive process was put into consideration at all. Actual major entry classes that are carried out domestically and abroad in all the writing classes, there was a fusion of the social aspect and the cognitive aspect. The representative case was set with independent tasks and writing from sources assignments; in independent tasks, measuring the social cognitive process in the academic context was difficult. On the other hand, it was easier to determine the social cognitive process in writing from sources assignments. Through the analyzed contents, the following aspects were gained; understanding the difficulty of the social cognitive process, the assessment situation of factors in forming academic Korean writing, the purpose of a piece of writing, relevant variety of texts. The above aspects were put into consideration when forming Korean writing tasks for academic purpose. In the fourth chapter, the principle of Korean writing tasks for academic purpose were established and a measure for task formation was suggested. The five principles of assessment development are as follows. First, valid tasks that consider the social cognitive process which reflect the components of Korean writing tasks for academic purpose need to be formed. Second, assessment tasks that follow the social cognitive criteria that can measure the writing skills of Korean academic purpose students need to be formed. Third, according to the purpose of the assessment, assessment tasks that consider the difficulty of the social cognitive process need to be developed. Fourth, tasks that consider the characteristics of Korean for academic purpose students need to be developed. Writing assessment of Korean for academic purpose actually reflect the academic context of Korean. Fifth, assessment tasks that have the distinction ability to determine examinee’s proficiency levels need to be developed. The process for the development in this study in accordance with the principles of assessment development are as follows; ‘forming the purpose of assessment tasks – forming the criteria for cognitive process and the social process that measure the task assessment – task formation – tasks’ text formation – grading criteria formation’. On the basis of the principles of the development and formation of assessment tasks, the task model was set up and an expert investigation was carried out. Expert’s opinions were collected and the model was modified and five tasks measuring different levels of the social cognitive process were developed. The final developed tasks of writing from sources writing are: ‘explaining tables and graphs’, ‘summary writing after reading and listening’, ‘analyzing a text’s logicality and writing an alternative’, ‘comparing and contrasting two texts’, and independent tasks that do not suggest relevant texts, ‘writing thoughts on a topic of discussion.’ In the fifth chapter, in order to examine the task validity of the assessment tasks, 160 works of 32 Korean for academic purpose students’ texts were analyzed. The results of the grading first used the Rasch Model and after verifying through the quantitative method, an interview and a survey of the participants was carried out. Lastly, in the text analysis, how these compositions are measured in different levels were examined and through that task validity was reviewed. Finally, an application method for assessment tasks was presented by the validity criteria. This study formed the model of components of Korean writing assessment tasks for academic purpose that consider the social cognitive process and developed an assessment that reflected this. Additionally, implementing assessment task validity was examined and the application method for assessment tasks was suggested. However, there are still not a number of related studies on writing assessment tasks for academic purpose Korean therefore in the future, more research is still required. ，韩语论文题目，韩语论文范文 |
