This research is intended to carry on a genre-based writing instruction to teach how to write thesis introduction part for the foreign students in master's degree in Korean Language Education based on Park(2006)’s K-CaRS model. Thesis introduction w...
This research is intended to carry on a genre-based writing instruction to teach how to write thesis introduction part for the foreign students in master's degree in Korean Language Education based on Park(2006)’s K-CaRS model. Thesis introduction written before and after the course will be compared to each other to find out the influence of genre-based writing instruction on the thesis introduction part writing for master's degree.
Korean language learners are increasing day by day along with those who want more than just learning Korean language aiming to enter Korean universities or graduate schools. However, those who entered universities or graduate schools after just completed Korean language education for general purposes go through severe difficulties before the Korean language for academic purpose, and especially in writing skills. Learners in master's degree need to write thesis exceeding just taking the class and completing the course to graduate. However, the thesis need to be fitted for the text accepted by discourse community which is a great burden for the Korean language learners.
Thus, if the learners learn about the characteristics of thesis as a genre and keep it in mind while taking the writing class, there would be a great development in the quality of thesis on the whole as well as for the learners' knowledge in thesis as a genre.
Accordingly, the class for genre based writing about the introduction part among thesis was performed for the learners in master's degree who have completed all courses and being in the middle of writing master's thesis. This research carried on the test only for the learners in Korean language education fitting to the K-CaRS model, the model based on the analysis on Korean language education field thesis genre. The research was carried on by way of comparing the thesis preliminaries to certain subjects they already made preparing for thesis presentation or overall test with the thesis introduction part they made after some time had elapsed from the start of the class.
Test was one time lesson in every 3 moves in K-CaRS model. Along with the lessons, there was pre and post questionnaire and interview. Test participants were 5 students from China, Japan and Thailand who will be graduating on August 2012 or February 2013.
In the results of this test, learners' thesis introduction part appeared very close to the K-CaRS model in structure showing great development in cover page and contents connection, content and language. Some students gained 4.8 scores(on a ten-point scale), the highest one. Besides, the use of moving word-phase cover page increase with great development in the firmness of contents, use of literary style fitted to thesis genre.
In addition, their knowledge in genre also strengthened much. The development was proved at the figure of measured genre knowledge, and the post-questionnaire and interviews confirmed their heightened interest in genre-based education and developed their confidence in genre-based writing instruction.
The significance of this research lies in the aspect that it went against genre analysis centered genre centered teaching method researches and conducted classes carrying on direct test for the learners proving its effectiveness led to its actual application to classrooms. Besides, this research would act as the basis for the researches on teaching planning or teaching material development through the analysis on their thesis introduction part before and after classes and through identifying their changed perception.
This research doesn't assert that every students should write their thesis based on K-CaRS model. But, it considered the cases that many learners fail to write smooth thesis due to their unfamiliarity how to use their piled up knowledge for the writing. For that reason, the genre-based instruction holds a great significance from the view it provides basis for basic writing enabling them to communicate smoothly as the members of discourse community preserving the uniqueness of the discourse community. It's expected that various research will be carried on to achieve genre-based writing education which able to reflect the learners characteristics and the discourse community's generality through more in-depth genre-based instruction method under way.
，韩语论文题目，韩语毕业论文 |
