명시적 장르 규범 교수가 한국어 교육 분야 연구 보고서 장르 서론의 형식적 체제에 미치는 영향
Does Explicit Instruction of Generic Conventions Make a Difference in Writing the Introduction Section of a Research-reporting Genre in TKFL?
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This study has two purposes: (1) to investigate the effect of explicit instruction of disciplinary conventions of an experimental research-reporting genre on the schematic structure of the introduction section of the research reports written by Korean graduate students majoring in Teaching Korean as a Foreign Language (TKFL) and (2) to propose a schematic structure of the introduction section of an experimental research-reporting genre. The first research purpose was investigated by examining whether there was any difference in the schematic structure of the introduction section of the research reports between a treatment group which was explicitly instructed on the generic conventions (EIG) and a control group with no such instruction (NIG). The analysis results revealed that there was a statistically significant distinct difference in the frequency with which both the h1-3 research topic(s) section and h3-1b research question(s) section were used. This could be interpreted as follows: The EIG writers, who had received explicit instruction of the generic conventions, recognized the statement of the research topic(s) and research question(s) as the moves which are obligatory in a typical research-reporting genre in the field of applied linguistics and presented them as separate sections in their reports. This interpretation may suggest that explicit instruction on generic conventions could contribute to raising genre awareness and that increased awareness, in turn, could directly influence both the content and schematic structure of the writing products. As one practical application of this study, it is suggested that graduate programs in Teaching Korean as a Foreign Language, where a separate course on academic writing is not a regular course offering, could incorporate teaching of the schematic structure of the introduction section of a research-reporting genre into its research methods course and that its course participants, who are beginning researchers, unfamiliar with such generic conventions, could benefit from such explicit instruction.
Abstract
This study has two purposes: (1) to investigate the effect of explicit instruction of disciplinary conventions of an experimental research-reporting genre on the schematic structure of the introduction section of the research reports written by Korean graduate students majoring in Teaching Korean as a Foreign Language (TKFL) and (2) to propose a schematic structure of the introduction section of an experimental research-reporting genre. The first research purpose was investigated by examining whether there was any difference in the schematic structure of the introduction section of the research reports between a treatment group which was explicitly instructed on the generic conventions (EIG) and a control group with no such instruction (NIG). The analysis results revealed that there was a statistically significant distinct difference in the frequency with which both the h1-3 research topic(s) section and h3-1b research question(s) section were used. This could be interpreted as follows: The EIG writers, who had received explicit instruction of the generic conventions, recognized the statement of the research topic(s) and research question(s) as the moves which are obligatory in a typical research-reporting genre in the field of applied linguistics and presented them as separate sections in their reports. This interpretation may suggest that explicit instruction on generic conventions could contribute to raising genre awareness and that increased awareness, in turn, could directly influence both the content and schematic structure of the writing products. As one practical application of this study, it is suggested that graduate programs in Teaching Korean as a Foreign Language, where a separate course on academic writing is not a regular course offering, could incorporate teaching of the schematic structure of the introduction section of a research-reporting genre into its research methods course and that its course participants, who are beginning researchers, unfamiliar with such generic conventions, could benefit from such explicit instruction.
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