중등학생의 자료 통합적 글쓰기에 나타난 자료 글 차용하기 수행 양상 연구 - 인용과 환언을 중심으로-
A Study on the Patterns of Source Text Borrowing Performance in the Integrated Writing of the Secondary Students Focusing on Citations and Paraphrasing
0
조회
0
다운로드
12
인용
0
참고문헌
키워드
초록
이 연구의 목적은 한국 중등학생들의 자료 통합적 글쓰기에 나타난 자료 글 차용하기의 양상을 분석하는 데 있다. 이를 위해 중학교 1학년부터 고등학교 1학년까지 총 4개 학년 414명을 대상으로 하여 소년법에서의 촉법 소년 연령 기준 하향에 관한 논제에 대한 3편의 자료 글을 제시하고 이 자료 글을 활용하여 한 편의 주장하는 글을 쓰도록 함으로써 자료 통합적 글쓰기 과제를 수행하도록 하였다. 이 자료 통합적 글쓰기 과제 산출물을 바탕으로 하여 자료 차용하기의 양상을 인용과 환언의 두 차원에서 분석을 실시하였으며 연구 결과는 다음과 같다. 첫째, 학생들이 자료 글로부터 자료를 가져다 쓴 자료 차용은 평균적으로 26.98어절이었고, 전체 작성한 글 중에서 자료 차용이 나타난 비율은 34.77%이었으며, 중2> 중1> 고1> 중3의 순으로 자료 차용의 비율이 높았고 통계적으로 유의하였다. 둘째, 학생들은 자료 차용 시 직접 인용(M=19.13어절)을 간접 인용(M=7.85)보다 더 많이 수행하였다. 또한 부정확한 직접 인용은 77.57%였고, 부정확한 간접 인용은 82.81%로 매우 높은 수준이었다. 부정확한 직접 인용은 학년 간 차이가 통계적으로 유의했다. 셋째, 학생들은 평균적으로 학생들은 평균적으로 8.51어절을 환언했고, 환언이 이루어진 비율은 평균적으로 30.53%로 중간 정도의 환언 수행을 보였다.
Abstract
The purpose of this study is to analyze the aspect of source text borrowing in integrated writing of Korean secondary school students. For this purpose, 414 students from 7th grade student to 10th grade student was presented with three source text materials on the issue of lowering the juvenile age standard in the juvenile act were presented. Then they wrote argument essay using these source texts. Based on results of integrated writing task, it analyzed the aspect of text borrowing from two dimensions of citation and paraphrasing. The results of the study are as follows. First, On average, students borrowed 26.98 words from source texts. the average percentage of the text that came from the readings was 34.77%. Among the 7th , 8th , and 9th, 10th grade, 8th grade student borrowed source texts the most. Second, students conducted more direct quoting (M=19.13) than indirect quoting (M=7.85). In addition, inaccurate direct citations were 77.57% and inaccurate indirect citations were 82.81%. Inaccurate direct citations were statistically significant between the school years. Third, on average, students replied 8.51 on average, and the average rate of conversation was 30.53%.
참고문헌 (46)
- 교육부, "이공계 연구윤리 및 출판윤리 매뉴얼", 한국연구재단, ~ (2014)
- 교육부, "연구윤리 확보를 위한 지침 해설서", 한국연구재단, ~ (2015)
- 교육부, "올바른 인용과 인용 방법", 한국연구재단, ~ (2017)
- 박영민, "중학생 쓰기 윤리 실태 연구", 청람어문교육, (37), pp.41~79 (2008), 청람어문교육학회[DOI]
- 박영민, "쓰기 윤리 의식 함양을 위한 쓰기 교수·학습 방안", 국어교육학연구, (33), pp.73~102 (2008), 국어교육학회[DOI]
- 박영민, "중학생 쓰기 윤리 의식 함양을 위한 쓰기 교육 프로그램 개발 연구", 청람어문교육, (40), pp.201~234 (2009), 청람어문교육학회[DOI]
- 서수현, "교육대학교 학생의 쓰기 윤리에 대한 경험과 인식", 작문연구, (18), pp.175~207 (2013), 한국작문학회
- 이윤진, "외국인 유학생을 위한 학문 목적 한국어 쓰기 교수 원리－쓰기에서의 정직성을 중심으로－", 이중언어학, (48), pp.369~392 (2012), 이중언어학회[DOI]
- 이윤진, "외국인 유학생의 글쓰기 윤리 실천을 위한 학문 목적쓰기 지도 방안- 자료 사용을 중심으로 -", 작문연구, (17), pp.195~225 (2013), 한국작문학회
- 인문사회과학 분야 표절 가이드라인 제정을 위한 기초 연구, "이인재", 한국학술진흥재단, ~ (2008)
- 이인재, "연구윤리의 이해와 실천" (2015), 동문사
- Baumgartner, H., "The structural influence of marketing journals: a citation analysis of the discipline and its subareas over time", Journal of Marketing, 67, pp.123~139 (2003)
- Britton, J., "The development of writing abilities" (1975), Macmillan
- Bennett, R., "Factors associated with student plagiarism in a post-1992university", Assessment & Evaluation in Higher Education, 30(2), pp.137~162 (2005)
- Campbell, C., "Second language writing", pp.211~230 (1990), Cambridge University Press
- Cumming, A., "Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL", Assessing Writing, 10(1), pp.5~43 (2005)
- Currie, P., "Staying out of trouble : Apparent plagiarism and academic survival", Journal of Second Language Writing, 7, pp.1~18 (1998)
- Esmaeili, H., "Integrated reading and writing tasks and ESL students reading and writing performance in an English language test", The Canadian Modern Language Review, 58, pp.599~622 (2002)
- Grabe, W., "Reading and writing together : A critical component of English for academic purposes teaching and learning", TESOL Journal, 4(1), pp.9~24 (2013)
- Howard, R. M., "Plagiarisms, authorships, and the academic death penalty", College English, 57, pp.788~806 (1995)
- Hyland, K., "Academic attribution : citation and the construction of disciplinary knowledge", Applied Linguistics, 20, pp.341~367 (1999)
- Hyland, T. A., "Drawing a line in the sand : Identifying the border zone between self and other in EL1 and EL2 citation practices", Assessing Writing, 14(1), pp.62~74 (2009)
- Keck, C., "The use of paraphrase in summary writing : A comparison of L1 and L2 writers", Journal of Second Language Writing, 15, pp.261~278 (2006)
- Keck, C., "How do university students attempt to avoid plagiarism? A grammatical analysis of undergraduate paraphrasing strategies", Writing & Pedagogy, 2, pp.193~222 (2010)
- Love, P. G., "Factors influencing cheating and plagiarism among graduate students in a college of education", College Student Journal, 34, pp.539~550 (1998)
- Mateos, M., "Reading and writing to learn in secondary education : online processing, activity and written products in summarizing and synthesizing tasks", Reading and Writing, 21, pp.675~697 (2008)
- Newstead, S. E., "Individual differences in student cheating", Journal of Educational Psychology, 88, pp.229~241 (1996)
- Oshima, A., "Writing academic English: A writing and sentence structure handbook" (1999), Longman
- Pecorari, D., "Good and original : Plagiarism and patchwriting in academic second language writing", Journal of Second Language Writing, 12, pp.317~345 (2003)
- Perry, B., "Exploring academic misconduct : Some insights into student behavior", Active Learning in Higher Education, 11(97), pp.97~108 (2010)
- Pennycock, A., "Borrowing others’ words : Text, ownership, memory, and plagiarism", TESOL Quarterly, 39(2), pp.201~230 (1996)
- Petrić, B., "Rhetorical functions of citations in high-and low-rated master’s theses", Journal of English for Academic Purposes, 6, pp.238~253 (2007)
- Plakans, L., "Comparing composing processes in writing-only and reading-to-write test tasks", Assessing Writing, 13(2), pp.111~129 (2008)
- Plakans, L., "Discourse synthesis in integrated second language writing assessment", Language Testing, 26(11), pp.561~587 (2009)
- Plakans, L., "Independent vs. Integrated Writing Tasks : A Comparison of Task Representation", TESOL Quarterly, 44(1), pp.185~194 (2010)
- Plakans, L., "Using multiple texts in integrated writing assessment : Source use as a predictor of score", Journal of Second Language Writing, 22(3), pp.217~230 (2013)
- When college students' attempts at paraphrasing become instances of potential plagiarism, "Roig, M.", 973~982, pp.Psychological Reports 84(3) (1999)
- Shi, L., "Textual borrowing in second-language writing", Written Communication, 21, pp.171~200 (2004)
- Shi, L., "Rewriting and paraphrasing source texts in second language writing", Journal of Second Language Writing, 21(2), pp.134~148 (2012)
- Solé, I., "Integrating information : An analysis of the processes involved and the products generated in a written synthesis task", Written Communication, 30, pp.63~90 (2013)
- Gebril, A., "Score generalizability of academic writing tasks : Does one test method fit it all?", Journal of Language Testing, 26, pp.507~531 (2009)
- Gebril, A., "Bringing reading-to-write and writing-only assessment tasks together : A generalizability analysis", Assessing Writing Journal, 15, pp.100~117 (2010)
- Gebril, A., "Investigating source use, discourse features, and process in integrated writing tests", Spaan fellow working papers in second, 2009, pp.7, 47~84
- Gebril, A., "Towards a transparent construct of reading-to-write assessment tasks : The interface between discourse features and proficiency", Language Assessment Quarterly, 10(1), pp.1~19 (2013)
- Weigle, S., "Source text borrowing in an integrated reading-writing assessment", Journal of Second Language Writing, 21, pp.118~133 (2012)
- Yamada, K., "What prevents ESL", EFL writers from avoiding plagiarism? Analyses of 10 North-American college web sites, 2003, pp.31(2), 247~258