EFL환경에서 Writing 평가 기준에 대한 제고 -텍스트성을 기반으로-
Improvement of writing evaluation standards in the EFL environment
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The purpose of this thesis is to review the L2 English writing evaluation criteria in general and suggest improvement measures for them, specifically by considering textuality. The goal is to find ways to use these criteria as a tool to help college students improve their English writing skills. Through a thorough examination of previous studies and trends in writing improvement, it was determined that the writing evaluation items should be presented before writing assignments, and that the existing evaluation items should be enhanced. In this paper, a method is proposed to achieve high-quality writing by prioritizing the evaluation and presentation of evaluation items within a process-centered approach. To accomplish this, it suggests enhancing evaluation items based on the principles of textlinguistics, which emphasize information, intertextuality, and contextuality as crucial aspects of a text. In summary, it is suggested that evaluation items should be presented in advance before writing and the evaluation items should be considered in a reader-centered paradigm. As an alternative, intertextuality and informativeness among text properties mentioned in textlinguistics. It is proposed to insert it into the teaching and learning process. However, the specific results of this process will be explored in future research.
Abstract
The purpose of this thesis is to review the L2 English writing evaluation criteria in general and suggest improvement measures for them, specifically by considering textuality. The goal is to find ways to use these criteria as a tool to help college students improve their English writing skills. Through a thorough examination of previous studies and trends in writing improvement, it was determined that the writing evaluation items should be presented before writing assignments, and that the existing evaluation items should be enhanced. In this paper, a method is proposed to achieve high-quality writing by prioritizing the evaluation and presentation of evaluation items within a process-centered approach. To accomplish this, it suggests enhancing evaluation items based on the principles of textlinguistics, which emphasize information, intertextuality, and contextuality as crucial aspects of a text. In summary, it is suggested that evaluation items should be presented in advance before writing and the evaluation items should be considered in a reader-centered paradigm. As an alternative, intertextuality and informativeness among text properties mentioned in textlinguistics. It is proposed to insert it into the teaching and learning process. However, the specific results of this process will be explored in future research.
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