장르 분석을 활용한 학위논문 장르 교육 수업 설계 연구
A Study on Instructional Design of Genre Education for Thesis using Genre Analysis
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본 연구는 학술적 글쓰기의 비중이 가장 높은 대학원 유학생을 대상으로 학위논문 장르 교육을 위한 수업을 설계해 보았다. 이를 위해서 Swales(1990)의 장르 개념(genre concept), 무브와 스텝(moves and steps), 장르 분석(genre analysis), CaRS 모형 등의 주요 이론을 검토하고, 국내 대학원의 교육과정을 고려해서 수업 설계 원리를 도출했다. 다만 Swales(1990)의 주요 이론이 단순히 ‘수업 전 단계(pre-instructional stage)’에서 안내(guiding) 역할로만 응용된다는 비판을 수용하여, ‘과제(task)’를 통해 Swales(1990)의 주요 개념이 수업의 모든 과정에서 적용되도록 했다. 이 과제는 선배 학위논문의 장르 분석, 저명 학술지 학술논문(Journal Article)의 장르 분석, 자신의 학위논문 장르 분석, ‘발견학습(Discovery Learning)’을 위한 ‘토의(discussion)’ 등을 포함한다. 이 과제를 통해서 학위논문에 대한 수사적 조직, 어휘·문법적 특징 등과 같은 특정 전공 글쓰기의 ‘장르적 특징(genre-specific features)’을 알도록 하였다. 이처럼 학술적 글쓰기 중심의 장르 글쓰기 교육 관련 연구들이 활발히 진행되어 학술적 텍스트의 질적 제고에 도움을 주기를 바란다.
Abstract
The purpose of this study was to design a instruction of thesis genre education for foreign graduate students accounting for largest portion of academic writings. For the purpose, After reviewing major theories by Swales(1990) such as genre concept, moves and steps, genre analysis, and CaRS model and considering the curriculum of domestic graduate school curriculum, principles of instructional design were derived. In this process, acknowledging criticism that the major theories by Swales(1990) are merely applied in a guiding role in the pre-instructional stage the tasks were used to ensure that the major concepts by Swales(1990) are applied throughout the lecture. The tasks included genre analysis of theses by seniors, genre analysis of journal articles from high-rank academic journals, genre analysis of one’s own theses, and discussion for Discovery Learning. These tasks were designed to help them to understand genre-specific features of specific academic writing such as rhetorical organization and lexico-grammatical features of thesis. It is hoped that active research on writing and education that satisfies the needs of foreign graduate students will help ‘creating a gap of study’ and improving the quality of texts.
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