국어과 예비 교사의 쓰기 과제 구성에 관한 연구

Abstract

Writing tasks are important instruments to improve students’ writing performance. This means that language teachers need to understand what writing tasks are proper for students and what tasks are not. There, however, have been scant researches that investigated how researchers can help pre-service teachers to make high quality writing tasks. The purpose of this study was to find out how pre-service Korean language teachers design writing tasks, what elements they regard and what traits they revealed in the process of making writing tasks. The result of this research showed that participants composed writing tasks with elements demanded in texts such as ‘theme’, ‘audience’, ‘purpose’, ‘contents’, ‘mode and expression’ and ‘genre’, and requirements for student writers as ‘thought’, ‘using information’, ‘performing process-centered writing’ and ‘performing above writing’. Second, participants were affected by various elements, especially factors about learning, ‘student writers’ learning’, ‘traits of student writers’ and ‘considering conditions of writing task performing’, when they compose writing tasks. Third, there was a gap between the purpose of building writing tasks and authentic writing tasks participants made. From these results, the suggestions of this study are as follow. First, more various elements comprising writing tasks should be explored. Second, the usefulness of each type of writing task has to be verified in diverse perspectives. Third, teacher education curriculum that help pre-service teachers understand student writers’ interest or level of ability to use them in making writing tasks is needed. Fourth, pre-service teachers need more sufficient experiences bridging their intention to make tasks and the authentic tasks they make.