This study is aimed to compare the academic writing textbooks of North Korea and South Korea by analysis the North Korean academic writing textbooks and the interview with the learners.
In chapter 1, the purpose of this study and current studies r...
This study is aimed to compare the academic writing textbooks of North Korea and South Korea by analysis the North Korean academic writing textbooks and the interview with the learners.
In chapter 1, the purpose of this study and current studies related to North Korean education were examined. The research method was proposed also.
In chapter 2, with the theoretical background of Korean writing for academic purpose, the concepts of the academic writing which is different from the writing for general purpose and academic writing textbooks published in Korea were examined. The characteristics of the textbooks were divided into 4 types. First of all, reading activities and writing activities are combined together. Secondly, the process of writing is employed. Thirdly, the genres of academic writing necessary in the graduate school are included. Fourthly, the composition of the textbook contents is abundant.
In chapter 3, North Korea’s academic writing textbook <Writing> was analyzed. Firstly, the criteria of the textbook analysis and the detailed items were established. According to these, the systematic composition of the textbooks and the unit compositions were examined. The analysis results can be summarized briefly as follows.
First of all, the educational purpose of the textbook didn’t reflect the learners’ academic purpose well. As an academic writing textbook, this textbook should have provided the learners necessary writing for the academic activities in the university, but this educational purpose was not well reflected.
Secondly, the composition of the textbook is too simple. The overall composition of the textbook is simple and there are many insufficient parts in the contents of the units.
Thirdly, the genres are not practical. The writing genres lack of practical value for the learners of academic purpose to study. There are many genres which are far from the learners’ daily life or academic activities.
Fourthly, the contents of the units are not sufficient. In the textbook, because it lacks of tasks and activities, the writing activities for the learners are generally conducted by the teachers. Systematic and procedural inducement is not sufficient.
Fifthly, the vocabulary and expressions in the textbook are not appropriate. In the explanation part, many abstract and difficult expressions are used, which can be cognitive burden for the learners.
Sixthly, the order of the content presentation is confusing. The contents are not showed organically but proposed without order. Accordingly, it can create confusion for the learners and make it more difficult for them to understand. Furthermore, the achievement of the writing activities will fall.
In chapter 4, North Korea’s view of language and language policies were reviewed. These contents were reflected in the textbook. The cult of personality, the propaganda of the system and vulgar expression were analyzed as the characteristics of the textbook. The analysis of this part is more close to the contents of the textbook and aimed to help the learners to understand them.
In chapter 5, as the supplement of the textbook analysis above, through the interview with the learners who have learned the textbook, the textbook use situation and actual progress of the courses were briefly examined. Basic information of the learners taking part in the interview was figured out. The interaction in the classroom, the interaction between the teacher and the learners and the interactions between learners were also examined. Accordingly, the teachers’ methods of conducting the writing activities which are not included in the textbook contents were investigated. In addition, in the progress of this kind of class and teachers’ teaching methods, the achievement of the learners and the problems the learners have were also examined. Through interview, the teachers’ way of dealing with the parts that didn’t emerge in the textbook and the way of supplement could be identified, so the North Korean writing education for academic purpose was more accessible
In this study, through textbook analysis and the interview with the learners, the progress of the North Korean writing courses for academic purpose and the use of textbook were examined. The examination of the North Korean writing with only one textbook has its limitation, but the textbook analysis and the interview with the learners can make up for each other. It is of some significance that the actual condition of the North Korean writing education for academic purpose was figured out to some extent.
，韩语论文范文，韩语论文 |
