한국어 학습자 글쓰기 교육을 위한 텍스트 내용 구조 분석 연구 - 중급 학습자의 통제된 글쓰기를 중심으로

Abstract

The purpose of the paper is to seek the desirable way to the prerequisite writing education for KAP learners as a foreign language by considering the error patterns that presented in the written texts of the intermediate learners. Furthermore, it is to help effective transfer of college students’ writing skills and navigate its effectiveness. To obtain effective writing skills, it is essential to acquire the content knowledge (a notion combining propositional knowledge and procedural knowledge); however, it is difficult to achieve the goals to learn the knowledge and put it in practice in a short time. This infers that there is a need to focus on content and context-centered educations, which Korean-language learners actually need in reality, rather than the education that makes students immersed in learning grammar and vocabulary. In order to focus on the content & context-centered education, qualitative content analysis has been conducted to assess the writing skills of learners at intermediate level. Written texts have been analysed and described in two parts of evaluation categories which are ‘content and task execution’ and ‘Development structure’. As the result, it appeared that most intermediate level learners appropriately divided paragraphs by making indentations perfunctorily. However, inappropriateness was observed in terms of the composition and development of writing. In fact, it was found that intermediate level learners experienced difficulties in organizing contents and composing a paragraph even for a short writing. The organizing contents and composing a paragraph are very important in academic writing, but they are hard to enhance in a short time which are needed in writing Korean academic essay. Therefore, when overseas students at universities are taught writing skills based on their level, they could find the way of improving their skills to write advanced level of essays for cultural subjects as well as their majors.