A study on Korean writing teaching methods utilizing reading texts
Choi, Young mi
Department of Korean Language and Literature
Majoring in Teaching Korean as a Foreign Language
The Graduate School of Hankuk University of Foreign Studies
Thi...
A study on Korean writing teaching methods utilizing reading texts
Choi, Young mi
Department of Korean Language and Literature
Majoring in Teaching Korean as a Foreign Language
The Graduate School of Hankuk University of Foreign Studies
This study’s purpose was to consider reading texts utilizing writing teaching methods through integrated reading and writing educational study. More explicitly, the study’s purpose was to allow the learner to create new text by organizing, selecting and connecting through summarization and expansion on various reading texts.
First, various and detailed discussions on recent writing teaching methods and research efforts on integrated reading and writing teaching methods were reviewed through previous research on Korean writing education. Based on this review, a need for further research on detailed study for integrated reading and writing teaching methods was identified and as a capacity improvement method on the learner's writing performance, writing strategy study by utilizing reading text as well as reading text applied writing teaching method have been intended to be suggested in this study.
In Chapter 2, the recognition constructivism theory based writing model was reviewed as a theoretical background for the study. Through this review, a need for research on a learning strategy that segmented the "planning" stage was identified due to the important function of idea formulation during the writing recognition procedure's "planning" stage for writing high-quality compositions.
Chapter 3 investigated mutual relations by focusing on the writing procedure's "planning" stage idea formulation's method of meaning symbolization. Subsequently, by presuming the learner's identification of the writing frame structure and naturally identifying writing subject by reading text utilized genre analysis, a reading text utilizing writing strategy model was suggested. Writing strategies during the "writing subject identification" and "planning" stages among writing activities were suggested in detail with reading text selection among published teaching materials where reading text selection principle and basis has been suggested.
In chapter 4, a writing education method was devised with reading text utilized writing strategies. A test was conducted by taking the abovementioned as test tools where the test result provided cohesive writing composition by the learners from writing strategy taught test group with confirmed writing capacity improvement. Subsequently, the hypothesis on effective writing activity by undertaking the writing subject through strategic writing after understanding the writing's frame and identifying the writing's compositional factors or method of organization was proven.
In Chapter 5, reading a text utilizing writing teaching methods through integrated reading and writing teaching study was suggested. 「서강 한국어 4B」- 6“무릎 꿇은 나무”, 「한국어 4」- 2“단군이 조선을 세웠어요”, 「말이 트이는 한국어 Ⅲ」- 7“서울”
This study’s purpose was to research a writing teaching method that would allow the learner to self generate text through text comprehension leading work stages by having a basic concept that in order to develop writing capacity, a learner must start from the text. Therefore, reading a text utilizing writing teaching methods through integrated reading and writing teaching study was suggested. More explicitly, a writing strategy with expanded activity constitution was established to allow the learner to create new text by organizing, selecting and connecting through summarization and expansion of various reading texts. In other words, the significance of the study was that it established"writing subject identification" and "planning" stages as pre-writing activities to assist with "idea generation," which learners often identify as the most difficult part of writing activities.
Furthermore, the study suggested that this writing teaching method could anticipate the learner's writing capacity development by teaching various writing strategies through text-utilized summary and expansion. The current practice of teaching writing education is generalized with result-oriented writing education's procedure-focused writing lessons through conversational level writing activities where strategy-centered writing lessons are administered. Such practice can give prominence to procedure-focused writing educational activities and therefore, teaching of writing strategies is required to let the learner formulate a cohesive writing composition in order to improve writing capacity through such activities. However, research on detailed activity methods is still greatly insufficient and therefore, this study's significance is the fact that it suggested detailed writing teaching methods by establishing detailed writing strategies.
Lastly, this study had significance in investigating reading texts utilizing writing strategy's learner writing capacity development influence through actual writing composition data obtained from Korean language learners’ writing educational sites and then suggesting writing teaching methods based on subsequent research results.
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