The purpose of this study is to figure out the effects of the text structure learning with application of a graphic organizer upon Korean language learners' persuasive writing. The effect of text structure learning is being proved in many fields. Stil... The purpose of this study is to figure out the effects of the text structure learning with application of a graphic organizer upon Korean language learners' persuasive writing. The effect of text structure learning is being proved in many fields. Still, the purpose of this study was to seek a plan for learning persuasive writing by utilizing a graphic organizer and to examine its educational effect, among text structure learning strategies. The composition of this study is as follows. Chapter 1 described the necessity and objective of research. It mentioned on importance of persuasive writing based on a prior research as saying that the Korean language learners with the learning objective, who grew rapidly in these days, feel difficulty especially in writing among four language areas of reading, writing, listening and speaking. Chapter 2 examined theoretical background and prior research of this study and suggested research problems based on this. The following are the research problems that were presented in this study. First, the aim was to examine which influence the text structure learning with application of a graphic organizer has upon Korean language learners' persuasive writing ability. Second, the aim was to examine upon which part the text structure learning with application of a graphic organizer has influence among three kinds of detailed categories (contents, composition, function) for the standard of the persuasive writing evaluation. Third, the aim was to examine upon which part the text structure learning with application of a graphic organizer has influence among eight kinds of detailed items (clarity in topic, consistency in contents, validity in argumentation, appropriateness in conclusion, paragraph composition, logicality, identity, persuasive power) for the standard of the persuasive writing evaluation. Chapter 3 designed an experiment for verifying research problems, which were presented in Chapter 2, and described on its procedure. To verify research hypothesis as saying that the experiment with preparation of graphic organizer of having been reflected the persuasive structure will be more excellent in writing ability than the control group in opposite case, the experiment was carried out targeting 26 students (13 people for the experimental group, 13 people for the control group) with level 4 who are presently learning Korean language at Korean language education institution attached to university. Two Korean language teachers with more than 5 years of career marked the writing output that students produced after experiment, based on the standard for text evaluation, which was arranged in this study. The result and discussion in Chapter 4 clarified the outcome on experiment and described analysis on it. As a result of experiment, the experiment of having learnt text structure by utilizing a graphic organizer was more excellent in persuasive writing ability than the control group in opposite case. In conclusion of Chapter 5, it summarized the contents of research and clarified significance and limitations of this study. Summarizing the analytical results of this study, they are as follows. First, the experiment of having learnt text structure by utilizing a graphic organizer was more excellent in persuasive writing ability than the control group in opposite case. The experimental group showed statistically and significantly higher score than the control group and was indicated to be big even in effect size. Thus, the text structure learning with application of a graphic organizer could be known to have shown positive effect on persuasive writing. Second, as a result of examining the class effect by detailed category of the standard for persuasive writing evaluation, all the three categories in contents, composition, and function were shown statistically and significantly higher score in experimental group than control group. Even effect size was indicated to be big. Comparing the effect size by category, the effect was indicated to be bigger in order of function > composition > contents. Third, as a result of examining the class effect by detailed category of the standard for persuasive writing evaluation, the experimental group showed statistically and significantly higher score than control group as for six kinds of items in consistency, appropriateness in conclusion, paragraph composition, logicality, identity, and persuasive power among eight items. However, in two items of the clarity in topic and the validity in argumentation, the statistically significant difference wasn't shown in the face of which the score of experimental group was higher than the score of control group. Comparing effect size of six evaluation items that showed significant difference, the effect was indicated to be bigger in order of identity > consistency in contents > logicality > appropriateness in conclusion > persuasive power > paragraph composition. This study has significance in a sense of being a research that proved the positive effect of text structure learning for persuasive writing, which has not been progressed active research yet in Korean language education, through experiment.
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