KEDI estimates that there were 83,842 foreign students studying in Korea in 2010 and it will reach up to 90,000 by the end of 2011. Foreign students who come to Korea to acquire a degree reach 60,000 annually. If we add learners studying in a language...
KEDI estimates that there were 83,842 foreign students studying in Korea in 2010 and it will reach up to 90,000 by the end of 2011. Foreign students who come to Korea to acquire a degree reach 60,000 annually. If we add learners studying in a language course to enter a university or graduate school in Korea to it, the number of learners for actual academic purpose is absolutely enormous. Among them, foreign students of Humanities · Social Sciences other than those of Natural Sciences and Engineering who mostly write a thesis in English take up 70% or more of the whole students for a degree. This shows the necessity of education to write a thesis in Korean for students of Humanities · Social Sciences.
Therefore, this study aims to establish foundational data for writing education through genre analysis on theses written in Korean. Especially as a follow-up research for Park Eun Sun (2006)’s which analyzes introduction of theses written in Korean through genre analysis, this analyzed conclusion of theses written in Korean. Here, genre analysis has been used after the 1980’s as a useful tool to analyze text in foreign language education for special purpose. This analysis focuses on figuring out differences of text by types and genres and discovering linguistic characteristics of the genres.
Thereupon, this study aims to discover the genre characteristics of conclusion in theses written in Korean through genre analysis and reflect it to writing education. This ’s research questions are as below. First, what are the subjects of chapters or sections that often appear in conclusion of theses written in Korean? Second, how is Bitchener’s D/C model applied to conclusion in theses written in Korean? Third, what are the differences between conclusion in theses written by speakers of Korean as their mother tongue and conclusion of theses written by Korean learners? Fourth, what are the formulaic expressions shown in conclusion of theses written in Korean? Fifth, what are the generalized conclusion models for theses written in Korean that can be suggested newly?
To solve the research questions, first, this study examined the structural characteristics shown in theses written in Korean through the books about thesis writing published in Korea. And in analyzing the conclusion text in theses written in Korean, this measured inter-rater reliability with Cohen’s Kappa Index in the process of rater training or negotiation to enhance research objectivity. For analysis data, from Korean education-related master’s theses written in 8 graduate schools of Education, graduate schools of Arts and Sciences, and graduate schools of International Studies located in the capital area from February, 2006 till February, 2011, the primary selection was performed by the criterion of IMRD structure seen as the most typical structure of an empirical research thesis. Based on the ratio of each school, this study collected 25 theses by screening 10% of the whole master’s theses written in Korean by speakers of Korean as their mother tongue randomly. However, the number of theses written by Korean learners corresponding to the criteria is very rare, so all of the 18 theses collected were adopted for analysis.
According to the analysis result, as subjects for the conclusion chapter of a thesis, not only ‘conclusions’ but ‘conclusion and suggestions’, ‘summary and conclusion’, ‘conclusion and discussion’, and ‘epilogue’ are used, so it had various subjects of chapters and sections. Second, most of the conclusion parts in theses written in Korean were equipped with all of the move, 1, 2, 3, and 4 suggested in Bitchener’s model C, and the move in Bitchener’s model D could also be found in some. However, only a few among most materials did follow the exact order of move, 1, 2, 3, and 4 as in Bitchener’s model C; thus, according to the analysis result, this research separately suggests a generalized model for a conclusion of a thesis written in Korean . Third, the length of conclusion in a thesis written in Korean was averagely KT 3.4 and FT 3.2 pages, and there was no great difference. About the types of dividing sections for conclusion, speakers using Korean as their mother tongue tended to subdivide it more precisely than the learners of Korean. In general, KT and FT showed no noticeable differences. But regarding the circulation structure of move-steps, KT tended to exhibit it more distinctly. Based on this analysis result, this study suggests formulaic expressions and conclusion models of theses frequently used in the conclusion of theses written in Korean, and this will be utilized very usefully when learners studying Korean for academic purpose write a research thesis.
Although a conclusion part is very crucial since it is the essential part in theses written in Korean and also the most frequently read part along with the abstract when a reader does not have enough time to read the whole text (Bitchener, 2010), there has not been sufficient research on the conclusion of theses written in Korean through genre analysis. At this point, this research’s findings can be regarded to be significant.
Therefore, it is needed to conduct more various genre analysis on actual language use like this as follow-up research so as to provide foundational data demanded in Korean education and also basic materials to develop textbooks for Korean learners to provide substantial support for them.
，韩语论文题目，韩语论文范文 |
