담화 공동체 관점에서의 대학 글쓰기 교육 (The Writing Education of University in terms of Discourse Community)

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초록

The purpose of this paper is to identify the changing processes and problems of the writing education at the university and to suggest the teaching-learning methods in order to overcome those problems. In terms of the discourse community, the scope of the writing education at the university covers both the logical writing as a member of social discourse community and the knowledge-producing writing as a member of university discourse community.
In the integrational teaching-learning methods of the writing education at the university, firstly, the term 'integration' indicates the integration between reading, speaking, and listening with focusing on writing as the integration of the linguistic elements. Secondly, the term indicates the integration between the text(structuralism) and socio-cultural context (social constructivism) with the integration of the elements of the writing activities (theories). Thirdly, the term indicates the integration of educational subjects between the instructor and reader (listener) with focusing on the writer (speaker). Lastly, the term indicates the integration between the direct teaching method, conversational team learning, and the repetition and limitation learning with focusing on the practical learning method.
The subject who integrates four of these indications is a learner(writer). The aim of this integrational teaching-learning method is the writing and the making new knowledge products with the results.
From this integrational point of view, this paper suggests 'University Writing Based on Eleven-Level' as a model for the integrational teaching-learning method. This model consists of four parts; the context(social / university discourse community), the subject(learner, instructor), process(learning / teaching process), and the scope (thinking, reading, writing, speaking/listening, and instructing area). And each of the eleven levels is composed of the elements which are integrationally and organizationally unified from four parts. The learner who repeatedly acquired the process of each level performs the whole eleven levels independently and subjectively and finally enables to produce a piece of new knowledge creation. (Daegu University)

영어초록

The purpose of this paper is to identify the changing processes and problems of the writing education at the university and to suggest the teaching-learning methods in order to overcome those problems. In terms of the discourse community, the scope of the writing education at the university covers both the logical writing as a member of social discourse community and the knowledge-producing writing as a member of university discourse community.
In the integrational teaching-learning methods of the writing education at the university, firstly, the term 'integration' indicates the integration between reading, speaking, and listening with focusing on writing as the integration of the linguistic elements. Secondly, the term indicates the integration between the text(structuralism) and socio-cultural context (social constructivism) with the integration of the elements of the writing activities (theories). Thirdly, the term indicates the integration of educational subjects between the instructor and reader (listener) with focusing on the writer (speaker). Lastly, the term indicates the integration between the direct teaching method, conversational team learning, and the repetition and limitation learning with focusing on the practical learning method.
The subject who integrates four of these indications is a learner(writer). The aim of this integrational teaching-learning method is the writing and the making new knowledge products with the results.
From this integrational point of view, this paper suggests 'University Writing Based on Eleven-Level' as a model for the integrational teaching-learning method. This model consists of four parts; the context(social / university discourse community), the subject(learner, instructor), process(learning / teaching process), and the scope (thinking, reading, writing, speaking/listening, and instructing area). And each of the eleven levels is composed of the elements which are integrationally and organizationally unified from four parts. The learner who repeatedly acquired the process of each level performs the whole eleven levels independently and subjectively and finally enables to produce a piece of new knowledge creation. (Daegu University)

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