베트남인 한국어 학습자의 읽기 능력과 쓰기 능력의 상관관계 연구 -학술적 텍스트를 중심으로-
Reading-Writing Relationships of Vietnamese KSL learners: Focusing on Academic Texts
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This study was aimed at measuring the correlation between the academic text reading ability and the writing ability of Vietnamese KSL students, to investigate the correlation of both abilities, and to draw out the educational implications through such a research. For this purpose, a total of 32 Vietnamese KSL students participated in this experiment. In order to measure their reading abilities, this study used a total of 20 questions consisting of sentence arrangement, theme identification, detail content identification, and inference type questions. Furthermore this study also investigated the learners’ writing abilities by using writing type questions that are typically used during a TOPIK exam. The results from analyzing their data were as follows. First, similar to findings of previous researches, it was found that the Vietnamese participants‘ reading ability of Korean was positively correlated with their writing ability. Second, the Vietnamese learners various use of vocabulary, grammar and expressions among the Korean writing ability showed a much better reading ability in Korean. Third, it also identified that the learners showed more ability to arrange necessary sentences that produced more logical and persuasive writing. Fourth, participants were more easily able to understand the reading and/or writing text if they already had some knowledge of the subject. Fifth, it showed that only writing experience in Korean had a positive influence on their overall writing ability. Based on these results, it is suggested that the education of the Korean language can be further developed by linking reading and writing instructions. In particular, education of the Korean language needs to practically demonstrate the characteristics of Korean written text and help learners to utilize them.
Abstract
This study was aimed at measuring the correlation between the academic text reading ability and the writing ability of Vietnamese KSL students, to investigate the correlation of both abilities, and to draw out the educational implications through such a research. For this purpose, a total of 32 Vietnamese KSL students participated in this experiment. In order to measure their reading abilities, this study used a total of 20 questions consisting of sentence arrangement, theme identification, detail content identification, and inference type questions. Furthermore this study also investigated the learners’ writing abilities by using writing type questions that are typically used during a TOPIK exam. The results from analyzing their data were as follows. First, similar to findings of previous researches, it was found that the Vietnamese participants‘ reading ability of Korean was positively correlated with their writing ability. Second, the Vietnamese learners various use of vocabulary, grammar and expressions among the Korean writing ability showed a much better reading ability in Korean. Third, it also identified that the learners showed more ability to arrange necessary sentences that produced more logical and persuasive writing. Fourth, participants were more easily able to understand the reading and/or writing text if they already had some knowledge of the subject. Fifth, it showed that only writing experience in Korean had a positive influence on their overall writing ability. Based on these results, it is suggested that the education of the Korean language can be further developed by linking reading and writing instructions. In particular, education of the Korean language needs to practically demonstrate the characteristics of Korean written text and help learners to utilize them.
참고문헌 (27)
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