문장 교육의 문제와 원인에 대한 연구 －미숙한 습작 문장 표현의 유형과 원인 분석 중심으로

Abstract

A sentence is the basic unit in every writing. The writing education in sentence-level is the most important and essential course in education. It’s not possible to succeed in genre specific writings before certain understanding of good sentences. However, there are very often found awkward or inappropriate sentences in practice pieces of students in writing classes. The most common types of errors in sentence-writing are as in the following: 1) misuse of inappropriate words, 2) abuse of rather exaggerating, idiomatic or conventional expressions, and 3) overuse of awkward words such as slangs, buzzwords, or technical terms. The students who have used everyday language and haven’t been aware of it typically have these three linguistic habits: 1) using ‘spoken’language, that is, language for speaking and listening, not writing, 2) using ‘everyday’language being used in everyday conversation, and 3) using ‘ordinary’language which is commonly or habitually used. But, writing is using‘ written’language that is for reading and writing, language ‘for publication’aiming at being published as books, and moreover seeking for ‘literary’language equipped with a definite individuality of one’s own. If the students are not clearly aware of these differences, they wouldn’t be able to overcome the limitation of the ‘spoken’, ‘everyday’. ‘ordinary’language in their writings. To deal with that, the priority is that we clearly recognize the differences between ‘spoken’and ‘written’language, between ‘everyday’language and language ‘for publication’, and between ‘ordinary’and ‘literary’language. Secondly, it should be accompanied with the educational process where the students get their compositions revised one by one in detail. The sentence-level writing education should precede lectures on the literary theory or genre specific writing. Finally, students need to be encouraged to read continuously until they get accustomed to the literary language. Because the sentences that are accurate, individualistic, as well as natural can be acquired after one internalizes the writing process to use those literary language not only in writing but in everyday speech. Furthermore, the examples and cases of writing errors and their corrections collected from practice should be accumulated and archived to be references for the writing education. It’s not sufficient to rely on individual educating practices, but securing the examples of common sentence-level errors and the corrections, archiving them as data, and creating useful educational materials from them are much needed.