대학 학습자 글쓰기의 첨삭지도 방안

서지정보

ㆍ발행기관 : 우리말학회 ㆍ수록지정보 : 우리말연구 / 30권
ㆍ저자명 : 김남미

목차

1. 연구 목적 및 필요성
2. 대학 학습자 글쓰기 경향 분석
3. 대학 학습자 글쓰기에 대한 첨삭 방안
4. 정리 및 남은 문제
참고문헌
ABSTRACT

한국어 초록

이 논문에서는 대학의 학습자 글쓰기를 효과적으로 첨삭하는 방
안을 제안하고 그 활용법을 제시하였다. 먼저 학습자 글쓰기에 나타나는
문제점을 주제, 자료의 수집과 선정, 구성의 체계화 및 단계별 구성, 어휘
활용, 언어 규범의 준수 문제의 다섯 단계로 구분하여 논의하였다. 주제 확
정과 부각을 위한 첨삭은 학습자가 주제문을 직접 서술해 낼 수 있는 문항
을 제시하여 말하고자 하는 바를 분명히 하는 훈련을 한다. 자료에 대한 첨
삭은 자료들 간의 위계와 주제와의 연계를 고려할 수 있는 방식을 선택하
여 학습자들이 자신의 자료 중 더 중요한 자료를 선정하고 자료를 묶어 내
는 활동을 활용할 수 있다. 구성의 체계성과 관련된 첨삭은, 부분간의 연계
나 단계별 특성을 평가할 수 있도록 조직도 등을 활용하는 방안을 제안하
였다. 어휘 적절성과 풍부성의 문제는 개인별로 어휘를 표시하고 이를 수
정할 수 있도록 첨삭한다. 언어 규범과 관련된 첨삭은 거시적 틀이나 구성
요소에 비해 부차적인 것이라는 점을 고려하여 자기 첨삭 방식이나 동료
첨삭을 활용해 학습자 스스로 수정할 수 있는 방안을 채택할 수 있다.

영어 초록

This paper aims to suggest and utilize effective ways of commenting on
university students' writing. To begin with, the problems often shown in students'
writing are categorized into five aspects. First, it has turned out that students have
a problem with clarifying the theme. Second, they also have trouble collecting
materials for their writing systematically and selecting relevant material related to
the theme. Third, the need for practicing getting necessary things related to
structural elements of writing and systematizing them has also been found.
Furthermore, students have weakness in understanding and organizing the role of
each stage of writing such as introduction, body, and conclusion in a systematic
way.
Fourth, they also have a problem in using accurate vocabulary and employing
it in a diverse way. Students many times use concrete and ordinary subordinate
words already familiar to them, and they also lack practice in using diverse
vocabulary. In particular, they have trouble understanding concept words cleary
and utilizing them in their writing. Lastly, when it comes to using proper language,
individual variation has been found in problems such as misspelling and spacing
words.
To clarify and emphasize the theme, a question can be given to students which
asks them to express the theme themselves. Through this process, they can practice
clarifying what they are trying to say. It also gives them a chance to identify
whether their theme and the assignment given by professors agree or not. As to giving feedback on collected material, it should enable students to consider
the hierarchy between materials and relevance of them to the main theme. In this
process, an activity is accompanied which helps students to recognize the materials'
particular kinds. They also learn to choose more important and relevant material,
and to utilize a superordinate concept to put together relevant material.
When it comes to correcting the organization, we can teach them to recognize
the connection between different parts of writing and to evaluate the characteristics
of each stage. In particular, utilizing organizational diagrams enables them to
recognize the direction to which their writing can be elaborated. In this process,
we can also employ an activity with which students check where their thoughts are
positioned in the entire frame of their writing.
With regard to using adequate and diverse vocabulary, problematic words and
phrases can be marked so that students can correct them individually. This should
give them a chance to recognize their tendency of using vocabulary. We should
consider that feedbacks related to appropriate use of language is secondary as to
the macro frame or organizational aspects We can employ self-correction or
peer-review so that students themselves can correct their vocabulary.

참고 자료

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