For the purpose of allowing foreign students to fill out examination answers according to the structural and rhetorical characteristics commonly used within the academic discourse community of Korean university based on genre-based approach, which is ...
For the purpose of allowing foreign students to fill out examination answers according to the structural and rhetorical characteristics commonly used within the academic discourse community of Korean university based on genre-based approach, which is one of the composition instruction theories, this study analyzed examination answers centering on discourse marker based on which it searched for according educational substance. In specific, the purpose was to search for educational substance for filling out examination answers by revealing the structural and rhetorical characteristics of examination answers and reviewing the issues in examination answers that were filled out by foreign students through the comparative analysis of the examination answers that were filled out by Korean native speaker and foreign students majoring in Korean Language. Accordingly, the discourse marker was defined as 'language expression frequently used by the constituents of corresponding discourse community as particular vocabulary and expression for strengthening the completeness of entire text' and such discourse marker was considered to be effectively used in enhancing the composition skill of foreign students according to preceding studies.
In this study, the academic area of examination answer was limited to the area of humanities, particularly Korean Language, and analysis was conducted on 344 answers by selecting 'example-based explanatory answer' and 'comparison & contrast-based explanatory answer' among the question types of examination. First of all, examination answers were divided into 'problem raising part' and 'problem solving part' and line them up according to the frequency of repetition of the discourse marker revealed in each area. In addition, a list of discourse marker frequently used by Korean native speakers was created through the method of deleting discourse markers with drastic differences in their repetition frequency in comparison with previous item. Next, discourse markers revealed in each area were classified into 'defining', 'comparing & contrasting', 'classifying', 'analyzing', 'quoting' and 'illustrating' according to the explanation method classification by Jung-Su Seo (1994) and other discourse markers of 'listing' and 'adding' were added to discuss in details the aspects of their usage. The discourse marker differences in the examination answers filled out by Korean native speaker (KT) and foreign student (FT) are as follow.
First, there is development of content required in the examination question with KT, whereas FT lacks the type of content development of KT and there were many answers filled out in the form of simple listing.
Second, the distinction between 'problem raising part' and 'problem solving part' is clear with KT also in the case of developing the content of examination answer, whereas such distinction is often unclear with FT.
Third, the content of examination answer by most KT was composed in consideration of the question type of examination and appropriate discourse markers were used, whereas there were many cases with FT where the content of examination answer was not properly composed without using any discourse marker.
Fourth, it is inevitable that the frequency of the appearance of discourse marker of FT lacks compared to that of KT from the quantitative aspect of discourse marker. When the percentage of each discourse marker appearance frequency is considered compared to the total frequency of discourse marker shown in examination answer, however, a significant number of foreign students cannot effectively use discourse marker, and even when discourse markers are used, they repeatedly use relatively simple discourse marker and there were only few repeated discourse markers as they used various expressions.
To summarize the above analysis result, most foreign students lack the genre knowledge on examination answers commonly used within the academic discourse community and they are experiencing great difficulties in effectively filling out actual examination answers. Accordingly, the following facts need to be included in the educational substance for filling out examination answer: it would be necessary to include the fact that the process of developing the content required in examination question is needed; and the fact that its development can be divided into 'problem raising part' and 'problem solving part'; and the fact that there are discourse markers frequently used according to examination question type and they should be able to appropriately use them.
The purpose of this study was analyze examination answer centering on discourse marker to search for appropriate educational substance to allow foreign students to fill out their examination answers according to the structural and rhetorical characteristics of the examination answers commonly used within the academic discourse community of Korean Language major. Despite many problems in the examination answers filled out by foreign students, there were hardly any basic analytical studies on examination answer in the academic purpose Korean composition education, and the comparative analysis studies on the examination answers by Korean native speakers and foreign students were even harder to find. The significance of this study is in the fact that it searched for educational substance for foreign students and revealed the structural and rhetorical characteristics of examination answers commonly used within academic discourse community by comparatively analyzing the actual examination answered filled out by Korean native speakers and foreign students.
，韩语毕业论文，韩语论文 |
