The Meaning-making and Negotiation in Korean EFL Students' Letter Writing
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Abstract
The fact that the entrance exam system for entering university has no writing component makes writing in English the least taught element in any curriculum area in Korea. This immediate environment of writing pedagogy might shape the overall values, and affect the prevailing patterns of teaching and learning of writing in English. This paper discusses students’ letter writing in the final assessment of an EFL writing classroom at a university in Korea, undertaking a qualitative approach. The data comprise interviews and a selection of 10 examples of letter writing. The findings revealed that students engaged in unique ways in which they oriented their meaning-making to broad views concerning rhetorics and components through a Goal-Will pattern and content analysis of the 10 letters in English. The approaches of the students involve a particular context, and they attempt to reorganize the recontextualized English formal letter, which reflects the students’ negotiation of interaction with letter writing in English. This paper concludes that we can understand that learning context involves specific discourse communities, and life-world, learning experience, and learning purposes inside/outside classrooms impact on students’ EFL writing.
참고문헌 (18)
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