한국어 학습자의 쓰기 수행 능력 연구 -대학 입학 전의 중국인 학습자를 중심으로 (Analyzing the performing ability for Korean writing test of Chinese pre-university students)

서지정보

· 발행기관 : 이중언어학회
· 수록지 정보 : 이중언어학 / 49호 / 1 ~ 28페이지
· 저자명 : 김성숙, 유혜령

초록

This study aims to analyze the problems of pre-university Chinese students writing ability which produces Korean literal text and to search the resolutions. In the KSL education for general purpose, there has been almost no specific writing process education but teachers just have taught the vocabularies and grammars for improving the writing ability.
We evaluated the 24 texts written by Chinese students for final writing exam at a language institute belonged to a university in 2011 autumn. We applied the rubric with 3 criteria: structure, content, style and 4 scales. Especially we divided the criteria of style into 20 sub items to make the list of coherence errors according to the difficulty degrees.
As a result, we found that the Chinese learners achieved a quite high style(75%) and content(68%) knowledge compared to the literal structure(56%)knowledge. However the correlation between the general essay score and the 3evaluating categories shows the opposite order. That is, the structure knowledge shows .70, content .63, style .58 of a correlation coefficient with the general score. Therefore we should enforce the curriculum of writing process for producing the academic writing text which is well equipped with the logical and syntactical coherence knowledge.

영어초록

This study aims to analyze the problems of pre-university Chinese students writing ability which produces Korean literal text and to search the resolutions. In the KSL education for general purpose, there has been almost no specific writing process education but teachers just have taught the vocabularies and grammars for improving the writing ability.
We evaluated the 24 texts written by Chinese students for final writing exam at a language institute belonged to a university in 2011 autumn. We applied the rubric with 3 criteria: structure, content, style and 4 scales. Especially we divided the criteria of style into 20 sub items to make the list of coherence errors according to the difficulty degrees.
As a result, we found that the Chinese learners achieved a quite high style(75%) and content(68%) knowledge compared to the literal structure(56%)knowledge. However the correlation between the general essay score and the 3evaluating categories shows the opposite order. That is, the structure knowledge shows .70, content .63, style .58 of a correlation coefficient with the general score. Therefore we should enforce the curriculum of writing process for producing the academic writing text which is well equipped with the logical and syntactical coherence knowledge.

참고자료

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