Learning environments should be provided on the basis of a thorough recognition and comprehension of the learner: an education devoid of such understanding will inevitably end up as teacher-centered education, which greatly differs from learner-center...
Learning environments should be provided on the basis of a thorough recognition and comprehension of the learner: an education devoid of such understanding will inevitably end up as teacher-centered education, which greatly differs from learner-centered education that is in focus today. This study intends to promote recognition and understanding of Korean language learners and their writing skills in particular, with the aim to prescribe an appropriate learning environment and to provide implications for Korean language education.
It seems many existing studies on understanding and indentifying problems in writings of non-native speakers have been confined to error analysis at the sentence level, which make them inappropriate for identifying a desirable learning environment. Thus, this study adopts text-linguistic approach to argumentative text written by learners and conducts an analysis of coherence-the core element of texts-, for in-depth understanding of students’writing skills. In particular, this mainly analyzes texts written by intermediate to advanced-level students, as well as model texts created by native speakers.
This comprises of two parts: the first half presents objective and adequate methods for text analysis, and the actual process of text analysis. To this end, the examines textlinguistic studies on coherence, from which it cited analysis of meaning relation and analysis of thematic progression that encompass top-level structure, macrostructure and microstructure.The second half analyzes 10 texts written by native speakers, 20 by intermediate-level students and another 20 by advanced-level students in both quantity and quality byemploying the aforementioned methods, and provided implications for Korean language education on the basis of characteristics and problems of texts in case. The findings are as follows:
First, our analysis shows that students learning Korean as a second language severely lacked comprehension of text structure. Structural comprehension refers to the typical text structure used by a community sharing one target language for casual conversation. Second, native speakers seemed to prefer vertical meaning relation whereas non-native students favored horizontal meaning relation in the course of forming sentences. Horizontal meaning relation in nature lacks semantic coherence compared with vertical meaning relation, which inevitably gives rise to difference in coherence between the two relations. Third, students did not have sufficient background knowledge of text themes, thus they were often inclined to employ the same word repeatedly to describe a particular topic.
The analysis indicates that Korean language learners seriously lack comprehension of text structure and themes, which suggests genre-based teaching and theme-based teaching, intended to help students improve their background knowledge and text structure respectively, has been rather neglected in Korea. In conclusion, it is necessary for Korean language teachers to provide "integrated education" that can effectively enhance students’ understanding of text structure and of paragraph writing.
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