고등학생의 고쳐쓰기에 드러난 자기 조정 전략 활용 양상 연구 : 설득하는 글을 중심으로

Abstract

The purpose of the study was to examine and explain how high school students use their skill in the process of re-writing stage. The study investigated not only difference of students' aspects of self-correction, but also depth and style of their use of metacognitive skill. Metacognitive skill is usually required during composition. Moreover, when students are faced re-writing stage, they are suggested using metacognitive skills such as self-regulated Strategies which is working as an Executive Control. The depth and level of using of self-regulated strategies influences the processes of re-writing stage and the way of self-correction. The subjects of this research were 21 boy students and girl students who attended high schools which is located mostly in In-Choen area. The study finally investigated 42 materials of students' writing and re-writing. Descriptive statistics method was used mostly in the way of analysis and interpretation. Also, for the better explanation, questionnaires and personal interviews were operated. The findings were as follows: Firstly, the positiveness and attitude towards re-writing, and writing ability effected on self-correction and use of self-regulated strategies now on. Secondly, contents which were required at stage of re-writing of persuasive composition influenced on text level of re-writing and the style of self-correction. Thirdly, according to the aspects of self-correction on draft, each student's level and positiveness of self-regulated strategies could be checked up. Fourthly, re-writing was not necessarily effected by the substance of self-correction of draft-writing.