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몽골인 학문 목적 한국어 학습자의 논증적 글쓰기 텍스트 분석과 교육 방안

몽골인 학문 목적 한국어 학습자의 논증적 글쓰기 텍스트 분석과 교육 방안
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국제대학원 한국학과
이화여자대학교 국제대학원
본 연구는 몽골인 한국어 학습자가 작성한 논증적 글을 분석하고 교육 방안을 제시하는 데 목적을 두고 있다. 몽골 현지에서 학문 목적 한국어 학습자들을 대상으로 이루어지는 연구와 교육 상황, 학습자들의 요구 변화, 한국어능력시험에 요구되는 정책적 수요 등을 고려해 보았을 때, 논설문 쓰기 등의 논증적 글쓰기 능력은 한국어를 전공하는 학습자들이 반드시 갖추어야 할 능력이다. 텍스트에 대한 배경 지식이 부족한 학생들에게 설명문이나 논설문 등의 쓰기는 큰 부담이 된다. 논증적 글쓰기의 가장 전형적인 장르인 논설문은 자신의 주장을 펴서 상대를 설득하는 것을 목적으로 하기 때문에 자신의 주장에 대한 타당한 근거나 이유가 제시되어야 하며, 글의 앞뒤가 논리적으로 연결되어야 한다. 이러한 논증적 글쓰기 교육이 제대로 이루어지면 학생들이 올바른 정보를 판단하는 능력, 필요한 정보들을 맥락에 따라 재구성할 수 있는 창의력, 그리고 비판적 분석력과 합리적인 사고력을 기를 수 있을 것이다. 본 연구는 이러한 관점을 바탕으로 몽골인 한국어 학습자가 한국어와 몽골어로 작성한 논설문을 대상으로 이들의 논증적 글쓰기 능력을 확인하여 논증적 글쓰기 교육 방안을 제시하는 것을 목적으로 하였다.;In consideration of the research, educational situations, changing demands of the Korean-language learners in Mongolia, and the political demands required by the Korean Proficiency Test, demonstrative essay writing is believed to be a prerequisite for Korean majors in the country. Those students lacking textual background knowledge will find it hard to write an explanation or an editorial. An essay, a very typical demonstrative writing, is talking someone into something based on one’s own reasonable reason. If the logical and demonstrative writing is properly schooled, students may be able to raise the ability to judge right information, creativity to reorganize necessary information according to contexts, critical analysis, and rational thinking. From this perspective, this research aims to provide a proposal on demonstrative writing education through the examination of the demonstrative writing ability by Mongolian Korean learners in their essays written both in Korean and Mongolian. The following are the structure and contents of this research. Chapter 1 reveals the necessity and objective of this research. Some preceding studies were examined about Korean demonstrative writing and its assessment standards. Concretely, teaching-learning contents and methods as well as appraisal standards in relation with ‘Korean demonstrative writing education’ were discussed. Chapter 2 deals with the theoretical background of this research. For the direction and analysis of this research, demonstrative structure, diagrams, and markers were talked about. After discussing the text structure (including the highest, macroscopic and microscopic), Korean-language education was considered. Also, the discussion of informal demonstrative models was followed by that of the functions and classifications of demonstrative markers and diagrams. Chapter 3 examined the methods to solve research tasks. It consisted of research procedures, participants, preparatory and main experiments, data collection methods, and analysis framework. The main experiment was the comparative analysis of 20 essays each in Korean and Mongolian by juniors and seniors in the Korean Language Dept. in Mongolia. The Korean text was about “Do we have to go to college?” The Mongolian text was about “Is plastic surgery an investment in the future?” The two different themes were used because of the possibility that they may depend on simple translation without utilizing diverse background knowledge or creating ideas when the same topic is adopted. Chapter 4 discussed the analysis of the texts (highest, macroscopic and microscopic as suggested by van Dijk, 1978) composed in Korean and Mongolian by Mongolian Korean students. When the texts were applied to the models of Williams and Colomb(2007), the highest structure showed only one article with the frame of ‘introduction-body-conclusion.’ In terms of macroscopic structure, analysis was made of paragraph composition, the persuasiveness of the writings, and the use of discourse markers and demonstrative diagrams. The persuasiveness was known by the application of Damer(2001)’s ARSr(added to ARS by Kohane, 1971) to the RARr(Relevance, Acceptability, Sufficiency, refutation) by Choe Seunggi & Choe Hun(2008). In paragraph organization, the learners in this study lacked the concepts of paragraphs in form and contents. Also, when they used discourse markers, they lacked some knowledge about the important devices leading to their judgment or conclusions. In addition, demonstrative diagrams were found to be misused. According to the application results of the RASr models, the conclusions unfounded, away from the argument, or hastily generalized had nothing to do with presuppositions. In terms of microscopic structure, the use of discourse markers connecting sentences was observed. Some learners used improper and unclear markers. Again, there was confused use in styles(spoken/ written, formal/ informal) and word-ending inflections. Chapter 5 produced a proposal on demonstrative writing education for Mongolian Korean learners, based on the analyzed results in Chapter 4. Considering the textual problems and characteristics, their demonstrative writing should be synthetical. Here, an integrated model of demonstrative writing education should be founded on genre knowledge, centered on processes, and focused on interactions with readers. This research is of significance in that it is a systematic analysis of the texts written by Mongolian students of the Korean language. Above all, the demonstrative writing education proposed in Chapter 5 is expected to increase the productivity of their demonstrative writing.
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