초등학생 필자의 쓰기 태도 발달 연구
The Developmental Trends in Elementary Schoolers’ Attitude toward Writing
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이 연구의 목적은 우리나라 초등학생들의 쓰기 태도가 어떠한 발달 궤적을 그리면서 변화하는지를 양적 연구 방법론을 적용하여 탐구하는 데 있다. 이를 위해, 대구광역시에 소재하고 있는 초등학교 학생 728명이 설문에 참여했으며, 검사 도구로는 Kear와 동료들이 개발한 쓰기 태도 검사가 사용되었다. 초등학생들의 쓰기 태도의 발달과 관련하여 이 연구가 발견한 사실은 다음과 같다. 첫째, 초등학생들의 쓰기 태도는 1학년에서 6학년으로 진급하면서 계속적으로 부적인 발달 경향을 보이며, 이러한 부적 발달 경향은 4～6학년과 같은 고학년에서 더욱 두드러졌다. 둘째, 학년을 가로질러 여학생의 쓰기 태도가 남학생의 쓰기 태도보다 높았으며 그러한 격차는 학년이 올라갈수록 조금씩 커지는 경향을 나타냈다. 이러한 결과는 학년이 올라가면서 감소하는 쓰기 기회 및 쓰기 활동으로부터 오는 인지적ㆍ정의적 만족의 감소, 필자의 쓰기 목적의 변화 및 필자에게 의미 있는 타자들의 쓰기에 대한 인식의 변화에서 기인한 것으로 추정된다.
Abstract
The purpose of this study was to examine the developmental trends in Korean elementary schoolers’ attitude toward writing. Especially, it investigated how their grades and gender have an influence on their writing attitude development. For it, 728 first-to-sixth elementary schoolers in Daegu were participated in the study and Kear et al.’s Writing Attitude Survey was used for the data collection. Results from the study showed a negative trend in Korean elementary schoolers’ attitude toward writing as they pass through their grades. Regarding gender effect on their writing attitude, results indicated that girls as a group possess more positive attitude than boys at all grade levels, especially at higher grade levels. A gap between boys and girls in writing attitude was growing bigger. These results might be attributed to a rapid decrease in writing time and in cognitive and affective satisfaction from writing and a change in writers’ purpose and in expectation of significant persons to them. Implications for writing educators seem clear. Early intervention in an effort to preempt writing difficulties and to provide better writing instruction, writing environment, and opportunity to write may curb such attitude decline.
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