대화식 저널 쓰기를 통한 중학생의 쓰기 능력 발달 사례 연구
A case study of Korean middle school students’ writing development through dialogue journal writing
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초록
This study was initiated by a theory of language learning whereby language systems are learned through interaction with teachers within socially meaningful contexts. This study attempts to examine whether an active interactive dialogue journal with a teacher could help students improve writing proficiency, their use of learning strategies and affective variables. To answer these questions, the teacher became a participant in the writing process with four middle school students and analyzed both their written work and their interviews with the participants. For a qualitative analysis of the learners’ language development over a two month period, two high-level and two low-level students’ dialogue journals were analyzed. Students’ major strategies were also analyzed. This study reveals the following results: (1) the writing of the students has improved as a result of the dialogue journal writing study; (2) students used a variety of learning strategies as their self-directed learning abilities showed development; and finally, (3) conferencing with students also demonstrated that students had developed confidence as a result of the study. Pedagogical implications based on the results of the study are also discussed.
Abstract
This study was initiated by a theory of language learning whereby language systems are learned through interaction with teachers within socially meaningful contexts. This study attempts to examine whether an active interactive dialogue journal with a teacher could help students improve writing proficiency, their use of learning strategies and affective variables. To answer these questions, the teacher became a participant in the writing process with four middle school students and analyzed both their written work and their interviews with the participants. For a qualitative analysis of the learners’ language development over a two month period, two high-level and two low-level students’ dialogue journals were analyzed. Students’ major strategies were also analyzed. This study reveals the following results: (1) the writing of the students has improved as a result of the dialogue journal writing study; (2) students used a variety of learning strategies as their self-directed learning abilities showed development; and finally, (3) conferencing with students also demonstrated that students had developed confidence as a result of the study. Pedagogical implications based on the results of the study are also discussed.
참고문헌 (25)
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