The purpose of this research is to suggest ‘Thinking maps’ as the effective teaching method of Korean summary writing for academic purpose considering that summary writing guidance is important for the Korean learners in academic purpose, and find...
The purpose of this research is to suggest ‘Thinking maps’ as the effective teaching method of Korean summary writing for academic purpose considering that summary writing guidance is important for the Korean learners in academic purpose, and finding how ‘strategy applied thinking maps’ effects on Korean summary writing.
The explanatory text is a familiar text type for the Korean learners of academic purpose frequently confronting in university through majored publication as a major material of the class. Also, the writing of the and exam answer sheet which is used as a major evaluation material in university is required the ability for the learners to read these explanatory texts and write with stating in other ways by understanding the text. Even though the summary writing is indispensible ability for the academic purposed learners to perform the learning in university, it is a situation that the systematic teaching about the summary writing is not accomplished yet.
Thinking maps is a visual tool to help the learners to confirm the text structure explicitly and compose and write the content what they understand through this. Thus, it can be effective strategy for the academic purposed learners to write Korean summary in the aspect of helping systematic and initiative writing in addition to understand the given text based on this. For verifying how the thinking maps effects on summary writing, the research Question setting up in this research is as followings.
1. Does summary writing class applied to thinking maps effect significantly on summary writing ability of korean learners in academic purpose?
2. In case that summary writing class applied to thinking maps effects on summary writing ability of the learners in academic purpose, is it different by text structure type (enumerated structure, comparison-contrast structure, problem-solution structure, cause-result structure)?
3. Does summary writing class applied to thinking maps effect positively on the affective aspect about summary writing of the learners in academic purpose?
For this research, experiment group and control group is composed as objected to medium (4th class) learners of various nationality who are studied in Universities located in Seoul. Writing ability of two groups was verified through homogeneity test, and prerequisite summary writing test and questionnaire test was performed before summary writing class. The class was total 4 times, and performed 8 hours of summary writing class. The experiment group was performed summary writing class applied to thinking maps, and control group was performed general summary writing class finding the core content based on the reading. After that, after summary writing test and post-questionnaire test was performed as objected to experiment group. The collected data was analyzed by the methods such as Mann-Whitney test which is non-parametric statistics, Kruskal-Wallis, and frequency analysis using SPSS 19.0 program and Excel 2010. Also the size of the effect was analyzed by calculation in case that there are significant difference between experiment group and control group in statistics.
The summary of the analysis result of this research is as followings.
First, the experiment group who participated a summary writing class applied to thinking maps was indicated high grade significantly in statistics in after summary writing test compared to the control group, and the effect size was greatly indicated. It was known that summary writing class applied to thinking maps effected on the summary writing ability positively through this.
Second, as a result of summary writing class effected by text structure type of experiment group, it was not showed the significant difference between text structure type. It was confirmed through this that summary writing class applied to thinking maps was effective for all kinds of text structure.
Third, as a result of analysis with frequency analysis for the response of post-questionnaire test, it was confirmed that summary writing class applied to thinking maps brought positive change in affective perspective of summary writing. Also, it was confirmed that summary writing class applied to thinking maps in post-questionnaire response analysis helped to understand the text structure and to write summary initially and systematically.
This research has a meaning that it is not just designing summary writing class applied to thinking maps as writing guidance measures for Korean summary which is available for the academic purposed learners, but it is verified the effect through writing class of korean summary practically.
본 연구의 목적은 학문 목적 학습자에게 요약문 쓰기 지도가 중요하다고 판단하여 학문 목적 한국어 요약문 쓰기의 효과적인 지도 방안으로 ‘사고 지도(Thinking maps)’를 제안하고 ‘사고 지...
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