영작문 능력 향상을 위한 작문에 반영되는 국어와 영어의 특성에 대한 이해의 필요성

전문영 부산대학교 인문학연구소 2022 코기토 Vol.- No.96

In this paper, it is argued that learners who learn English in Korea (L2 learners) need to improve their English writing skills to improve their English ability. it is proposed that it is necessary to understand the characteristics of Korean that appear in writing or discourse in order to improve their English writing skills. Currently, English education in public education system focuses on reading comprehension and grammar education centered on the CSAT, so writing education is not receiving much attention. However, as the number of situations in which one has to express one's thoughts or opinions in English, the international language, increases, expression education such as speaking and writing has become very important in English education. So far, interest in English writing education has focused on error analysis studies to examine the theory of second language acquisition (Han Young-joo 2014, etc.) This was typical. In this paper, it is argued that teachers and learners should have a new perspective in order to improve the English writing skills of Korean English learners studying in the EFL environment. In other words, it is suggested that it is necessary to understand the similarities and differences between English and Korean by comparing the entire discourse or text in English and Korean rather than analyzing individual sentences. As the characteristics of spoken and written language and the use of third-person pronouns in Korean are clearly different from those of English, we have come to the conclusion that learners of English in Korea are prone to errors when writing English. 본고에서는 국내에서 영어를 학습하는 학습자들(L2 학습자들)이 영어 능력을 향상시키기 위해서는 영작문 능력 향상이 필요하고 이를 위해 글이나 담화 상에 나타나는 한국어의 특성을 이해할 필요가 있다는 점을 주장하였다. 현재 공교육에서 진행되고 있는 영어 교육은 수능 위주의 독해와 문법 교육이 중심이기 때문에 쓰기 교육은 큰 관심을 받지 못하고 있다. 그러나 국제어인 영어로 자신의 생각이나 의사를 표현해야 하는 상황이 많아짐에 따라 영어 교육에서도 말하기 그리고 쓰기와 같은 표현 교육이 매우 중요하게 되었다. 지금까지의 영작문 교육에 대한 관심은 제2언어 습득론(second language acquisition)의 이론을 검토하고자 한 오류 분석 연구(한영주 2014 등)와 영작문 교육의 필요성과 방법론을 제시한 연구(한학선 2014) 등이 대표적이었다. 본고에서는 EFL의 환경에서 공부하고 있는 한국인 영어 학습자들의 영작문 능력을 향상시키기 위해서는 교수자와 학습자가 새로운 관점을 갖추어야 한다고 주장하였다. 즉, 개별 문장 차원의 작문 능력 향상과 분석에 초점을 맞추는 것이 아니라 두 언어의 담화 전체나 글 전체를 비교하여 영어와 한국어의 공통점과 차이점을 이해하는 것이 필요하다고 제안하였다.

What’s the Problem in Teaching English Writing in Secondary Level?

Ryu, Hoyeol 한국중앙영어영문학회 2010 영어영문학연구 Vol.52 No.3

Although English writing is equally important to other language skills in many areas of communication with foreigners, it has not been fairly treated in secondary school English classrooms. In this context, this study intends to investigate how English writing instruction is practiced in the classroom and what shapes the instruction. 94 middle and high school teachers were surveyed on their English writing teaching practices and their opinions on teaching English writing in the classroom. Further, 14 English textbooks for seventh through eleventh graders were analyzed. The major finding of the study is that most teachers and their students had negative opinions on teaching and learning of English writing skills. The reason behind the negative opinion is that English writing is not practically helpful in the students’ pursuit of academic success in secondary school, that is, earning admission to college. Moreover, the teaching practices and textbooks are not adequate to developing students’ English communicative abilities through written English. This study strongly recommends the inclusion of English writing skills in tests in school and class level and the accompanying instructional changes for the improvement of the current English writing teaching practices. Administrative supports and providing the teachers with proper resources and training programs are strongly needed in this regard.

엔트리 기반 영어 쓰기 지도가 6학년 학생들의 쓰기 능력에 미치는 영향

윤채은,김태은 서울교육대학교 초등교육연구원 2019 한국초등교육 Vol.30 No.3

The purpose of the study aims to design process-based English writing instruction by integrating Entry and explore its effects on English writing abilities of sixth-grade students. Participants of the study were 27 sixth graders at an elementary school in Kyunggi. They were engaged in three sessions of Entry-based English writing tasks. The data of the study included pre- and post-English writing achievement tests and pre- and post-free English writing tests. The statistical analysis of the results represented that the Entry-based process writing instruction made a significant impact on increasing the participants' English abilities. The detailed analysis of their free writing products revealed that there was a statistically significant effect on the items such as task completion, fluency, organization, punctuation, and spelling; in contrast, the effect made on accuracy and capitalization was limited. In this sense, it is considered that Entry-based English writing instruction can be effective in organizing and generating the contents and structure of writing, whereas it can be relatively ineffective in aspects of writing such as accuracy and capitalization. Meanwhile, intermediate or low level students in English experienced more positive influence than high level students. The study has significance in that it confirmed the educational value of Entry software for teaching English writing. Entry can be an effective tool for process-based writing instruction since it features convenient revision and editing processes. Because Entry software allows students to create a work and share it with others, it engenders the purpose of writing, which is to share their writing product with others. Lastly, in order to make a more effective use of Entry, further research has to be continued to explore ways of integrating various forms of quiz, music, and game instead of story into writing instruction. 본 연구는 엔트리 소프트웨어를 활용한 과정중심 영어 쓰기 지도 방법이 초등학교 6학년 학습자의 영어 쓰기 능력에 미치는 영향을 알아보고자 엔트리를 활용한 과정중심 영어 쓰기 수업을 설계하였다. 이를 위해 경기도 소재 H초등학교 6학년 1개 반 27명을 대상으로 9차시에 걸쳐 쓰기 주제별로 총 3 개의 엔트리 쓰기 과업을 진행하였다. 쓰기 능력에 미치는 영향을 알아보고자 사전‧사후에 영어쓰기 학 업성취도 평가와 자유글쓰기 평가를 실시한 결과를 양적으로 분석하였다. 각 평가 점수를 통계 분석한 결과, 엔트리를 활용한 과정중심 영어 쓰기는 초등학생들의 쓰기 능력을 향상에 유의미한 영향을 주는 것으로 분석되었다. 자유글쓰기 평가를 세부항목별로 분석한 결과 과제완성도, 유창성, 조직성, 문장부 호, 철자 항목에서의 유의미한 효과가 있었다. 반면, 정확성과 대소문자 항목에서는 상대적으로 효과 가 미미하였다. 이를 통해 엔트리를 활용한 과정중심 영어 쓰기 수업이 전반적인 글의 내용 및 구조를 조직하고 생성하는 측면에서는 효과적이지만 정확성과 대소문자와 같이 세부적으로 글을 다듬는 측면 에서는 비교적 효과가 적은 것으로 파악할 수 있었다. 한편, 학습자들의 영어 쓰기 수준별 쓰기 능력 점수 변화를 분석한 결과, 영어 수준이 상위인 학습자보다 중, 하위인 학생들의 쓰기 능력 향상에 효과 적인 것으로 분석되었다. 본 연구의 결과를 바탕으로 영어 쓰기 교육에서 엔트리 소프트웨어가 교육적 으로 활용 가치를 지녔음을 확인하였다. 엔트리는 글의 수정 및 편집이 간편하여 과정중심 수업에서 효과적으로 활용될 수 있었다. 또한 엔트리는 작품을 생성하는 기능과 동시에 다른 사람들과 공유할 수 있는 기능 또한 갖추고 있기 때문에 다른 사람에게 글을 공유할 수 있다는 자체가 쓰기의 목적이 될 수 있다. 한편, 엔트리가 과정중심 쓰기 수업에서 효과적으로 사용되기 위해서는 엔트리를 이야기 형태뿐만 아니라 퀴즈, 음악, 게임 등 다양한 형태로도 제작하여 효과적으로 활용하는 방안에 대한 후 속 연구가 필요함을 시사한다.

영어 능숙도 및 쓰기 주제에 따른 영어 쓰기에 영향을 미치는 요인 연구

배태일 ( Pae Tae-il ) 글로벌영어교육학회 2022 Studies in English education Vol.27 No.1

The present study reports on the moderating effects of English proficiency and writing topics on the model of EFL writing. A total of 68 university students participated in the present study, and data were analyzed using a series of multiple regression. Results of the study indicate that for the lower English proficiency group, English grammar, vocabulary, and writing anxiety made a significant prediction on English writing about every-day life, while English grammar, vocabulary, writing anxiety, and perceptions of feedback significantly affected English writing about climatic change. However, for the higher proficiency group, English grammar, vocabulary, knowledge about textual organization and logical flow, and writing anxiety explained a significant proportion in the variances in English writing about every-day life, whereas English writing about climatic change was significantly accounted for by English grammar, vocabulary, reading-writing connection strategy, knowledge about textual organization & logical flow, and writing anxiety. The results were discussed in terms of previous literature, and pedagogical implications were given.

리딩로그 활동이 대학생 영어학습자의 쓰기 능력과 정의적 요인에 미치는 영향

윤택남 대구교육대학교 초등교육연구소 2023 초등교육연구논총 Vol.39 No.1

The purpose of this study is to examine the effects of English writing activities such as reading log on college students' English writing ability and affective factors (learning attitude, interest, and satisfaction), and to make educational suggestions on English writing guidance. To this end, a total of 8 weeks of experimental classes were conducted on 48 third-grade English learners attending D University of Education, and pre- and post-English writing ability evaluation papers and questionnaires on affective factors were used to achieve the research purpose. The research results are summarized as follows. First, it was confirmed that English writing activities such as reading log had a positive effect on college students' English writing ability. Among the main elements of content, organization, vocabulary, language use, and mechanical factors in writing evaluation, improvements in vocabulary and language use were notable, and slight improvements were confirmed in content, organization, and mechanical factors. Second, it was found that reading log-based English writing activities helped college student English learners form a positive learning attitude. In addition, reading log English writing activities were found to have had a positive effect on improving interest in learning English. Finally, English composition activities through the reading log partially helped improve college students' satisfaction with English learning, but no statistically significant differences were revealed. Summarizing the results derived through this study, it could be judged that English writing activities such as reading log partially affected the positive changes in English writing ability and affective factors of college students. 본 연구는 리딩로그와 같은 영작 활동이 대학생들의 영어 쓰기 능력과 정의적 요인에 미치는 효과에 대하여 살펴보고 이를 통해 영어 쓰기 지도에 대한 교육적 제언을 하는 데 그 목적이 있다. 이를 위하여 D 교육대학교에 재학 중인 3학년 영어학습자 48명을 대상으로 총 8주간의 실험 수업이 진행되었으며 연구 목적을 달성하고자 사전-사후 영어 쓰기 능력 평가지와 정의적 요인에 관한 설문지가 활용되었다. 연구결과를 정리하면 다음과 같다. 첫째, 리딩로그와 같은 영작 활동은 대학생들의 영어 쓰기 능력에 긍정적인 영향을 미친 것으로 확인되었다. 둘째, 리딩로그 기반의 영어 쓰기 활동은 대학생 영어학습자들의 긍정적 학습 태도 형성에 도움을 제공한 것으로 나타났다. 또한 리딩로그 영작활동은 영어 학습에 대한 흥미도 향상에도 일정 부분 긍정적으로 작용한 것으로 드러났다. 끝으로 리딩로그를 통한 영작 활동은 대학생들의 영어 학습에 대한 만족도 제고에 일부 도움이 되었으나 통계적으로 유의미한 차이는 드러나지 않았다. 이와 같이 본 연구를 통해 도출한 결과를 종합해 보면 리딩로그와 같은 영작 활동은 대학생들의 영어 쓰기 능력과 정의적 요인의 긍정적 변화에 일부 영향을 미친 것으로 판단할 수 있었다.

대학교 영작 클리닉 운영과 개선방안 모색 - 목원대학교를 중심으로

유경아(Kyung-Ah Yu) 인문사회과학기술융합학회 2019 예술인문사회융합멀티미디어논문지 Vol.9 No.6

본 연구는 지난 3년 동안 지방 사립 대학교에서 실시한 영어작문 첨삭 클리닉 운영의 구체적 내용과 학습자들 만족도를 중심으로 그 성과를 살펴보았다. 2015년부터 실시한 영작 첨삭 클리닉은 주로 교양영어를 수강하고 있는 1학년 학생들이 자신의 영작과제를 첨삭 받기 위해 이용하였으며 이외에도 영어 말하기 스크립트나 영문보고서에 대한 첨삭도 이루어졌다. 지난 3년 동안 총 1467명이 영작 클리닉 서비스를 이용하였으며 매 학기 14-15명의 원어민 교수들이 첨삭 서비스에 참여하고 있다. 학생들은 자신의 글에서 어휘나 표현, 문법과 같은 형식적인 측면에 대한 첨삭요구가 가장 많았으나 클리닉 이후에는 글의 구성이나 내용전개와 같은 맥락적인 측면에도 도움을 받았다고 보고하고 있다. 클리닉에 참여한 학생들은 원어민 교수와의 면대면 대면 첨삭에 대해 전반적으로 만족하였으며 자신의 쓰기 능력 향상에 긍정적인 효과를 끼친다고 인지하였다. 향후 개선되어야져야 할 점으로는 독립적인 클리닉 공간 확보, 전임 상담자 배치, 온라인 상담 시스템 도입과 클리닉 프로그램의 다양화 등이다. 이를 통해 학습자들은 의사소통 역량강화에 힘써 글로벌 시민이 되는데 도움을 받을 수 있으며, 이를 위해 학교는 지속적으로 체계적인 지원을 해주어야 한다. 본 연구는 지방 사립대학에서 영어 글쓰기 첨삭 프로그램을 교양영어 교과와 연계하여 진행함으로써 그 역할과 실행 가능성을 제시하였으며 타 대학의 유사한 프로그램 도입에 시사점을 제공할 것으로 기대한다. The purpose of this research is to investigate how the English writing clinic program conducted in a local university has been operated for the last three years, and how much the students have been satisfied with its program. The program was designed to help students build a fundamental English writing skill to produce a logical and coherent text. The students who reserved the English writing clinic in advance could have a 30-minute writing conference with an English-speaking native teacher in the writing center. More than 200 students participated in the program each semester, and a total of 1467 students used this clinic program for the three years. Every semester 14 or 15 English-speaking native professors joined in the program to help the students English writings. The students who utilized the program were mainly freshmen taking College English I/II. The students reported that they had the most requests for the formal aspects such as vocabulary, expression, and grammar in their writings before the clinic started. However, after the clinic they perceived that having a writing conference was helpful in all areas including formal aspects and the contextual aspects such as organization and content developments. The students were generally satisfied with the face-to-face conference with the English-speaking native professors, and they also perceived that having a conference could have a positive effect on improving their English writing skills. Future improvements should include securing an independent clinic space, employing full-time writing conference instructors, introducing an online English writing clinic system, and diversifying clinic programs. The students should strive to enhance their communication skills to be a global citizen, and the school should provide continuous systematic supports.

University Students' Views on English Writing and Writing Coursebooks

Youngkyong Jong 한국언어과학회 2014 언어과학 Vol.21 No.2

For the purpose of finding better ways to facilitate university students' interest in English composition, this study explored how students in English writing classes viewed English writing and the composition class they took as a compulsory or an elective course. The study also investigated which elements of commercial English coursebooks have an impact on the students' learning of English writing based on their opinions. Data were collected over the course of two semesters and included a survey containing both close ended and open-ended questions. Analysis of the data showed that first, the students were well aware of the need to build a good ability in English writing; however, they were not willing to invest time and effort in it as they did not want to increase instructional hours or the frequency of receiving teachers' feedback on their writing. Second, while recognizing the significance of ‘content’ in writing, they still want to focus most on ‘grammar.’ Third, when English writing books do not contain topics that are not interesting, relevant or are culturally distant from them, they failed to attract students’ interest as well as meet their expectation. Finally, when too much content is contrived into a limited number of pages, it elicited negative reactions from the students, especially in the writing classes. Thus, the result indicated that there is a need to develop ELT writing materials suitable for university-level students in EFL settings by attending to issues found in this study. (Pukyong National University)

영작 클리닉 피드백을 통해 본 대학생 영작문 오류 양상 및 지도 방안 모색

유경아 목원대학교 교양교육혁신연구센터 2023 지식과 교양 Vol.- No.12

The purpose of this study was to examine what kind of writing feedback the students received when they had a writing conference with a native English-speaking professor in English writing clinics, and to examine the characteristics of students' English writing from the perspective of errors. In addition, this study attempted to investigate how learners' English writing changed after they got the English writing conference. To do this, 402 pieces of student writing feedback checklists obtained through English writing clinics with native English-speaking professors were analyzed for frequency. As a result of the analysis, the total number of English writing clinic feedback provided by native English-speaking professors was 3631, with an average of about 9 per student. The frequency of language use was 1324(36.5%), the frequency of content and organization feedback was 946(26.1%), the frequency of task completion was 804(22.1%), and the frequency of mechanical errors was 557(15.3%). Feedback in language use related to grammar and vocabulary accounted for the most, followed by the feedback on content and organization for writing fluency. The characteristics of the students' English writing, as seen through the feedback received from the native English-speaking professors at the English writing clinic, were that the students generally wrote according to the subject, the length tended to be rather short, and there were minor mistakes in the use of capitalization and punctuation marks. The students still had a lot of lexical and grammatical errors, and in terms of content and organization, they tended to express proper nouns in Korean, and occasionally lacked the topic sentences as well as supporting details. Additionally, in order to find out whether students use the feedback given by the native English-speaking professors when revising their English writings, the scores on the students' first drafts of English writing and the revised drafts were compared and analyzed. The average English writing score of the revised writings was significantly higher than the score of the first drafts. In other words, the feedback offered by the native English-speaking professors during English writing clinics helped students to correct their English writing and led to the improvement of the quality of English writing, showing the usefulness of the English writing clinic.

중학교 학생들을 위한 효과적인 영어 쓰기 지도 방법에 관한 연구교육문화연구

금선경 ( Keum Sun-kyoung ) 인하대학교 교육연구소 2007 교육문화연구 Vol.13 No.1

의사소통 능력 향상이라는 영어 교육의 목적달성을 위해서는 언어의 네 가지 기능 즉, 말하기, 듣기, 읽기, 쓰기의 기능을 고루 개발시켜주어야 하며, 특히 네 가지 기능 중 통합된 과정이라 할 수 있는 쓰기 교육이 더욱 강조되어야 한다. 하지만 학생들은 영어 학습에서 4 기능 중 쓰기 영역에 가장 적은 관심을 두고 있다. EFL상황에서 일상생활에서 활용되는 경우를 많이 접하지 않았기 때문이다. 그리고 학생들이 영어로 어떻게 써야하는지를 모르기 때문에 쓰기에 관심이 없다는 것이다. 그래서 이 연구의 목적은 중학교 학생들의 쓰기 능력 향상을 위한 적절한 지도 방법을 알아보기 위함이다. 영어의 문법적 능력이 부족한 중학생들에게 효과적인 쓰기 지도 방법을 알아보기 위해서, 두 가지의 쓰기 지도 접근법을 각각 두 학급에 적용하여 쓰기 지도를 한 후 학생들의 반응과 쓰기 능력을 점검하여 보았다. 본 연구를 통해 다음과 같은 사실을 알아냈다. 첫째, 우리나라 학생들은 수업 중 이루어진 쓰기 지도에 대해 긍정적으로 반응하였다. 이는 학생들이 영어 쓰기에 대해 관심이 있으며 학교 영어 수업시간에 쓰기 지도가 이루어진다면 학생들의 쓰기 능력 향상에 도움이 될 수 있다는 것이다. 둘째, 두 가지의 쓰기 지도법 모두 학생들의 쓰기 능력 향상을 가져왔고, 과정 중심 쓰기 지도 후의 결과가 결과 중심 쓰기 지도 후의 결과 보다 조금 높게 나왔다. 따라서 우리나라 학교 영어수업에서 쓰기 지도는 학생들의 부족한 문법적 능력을 보충해 줄 수 있는 결과 중심 지도와 과정 중심의 혼합된 방식으로 이루어져야 한다는 것이다. 학생들의 기본적인 문장 쓰기부터 문단으로 이루어진 글쓰기까지 결과 중심과 과정 중심이 혼합된 방식으로 쓰기 지도가 이루어진다면 학생들의 쓰기 능력 향상에 도움이 될 것이다. 따라서 영어 교육 현장의 교사들의 효과적인 쓰기 지도를 위한 더 많은 관심과 노력이 필요하겠다. The goal of Korean English education is to improve communicative competence. To accomplish this goal, teachers should develop students' four skills: reading, listening, speaking, and writing. Especially learning to write in English should be more focused since writing is a multidimensional process. However, Korean EFL students are less aware of the importance of writing compared to that of other skills. In EFL context they have few opportunities to write something in English in real life. Moreover, they don't know much about how to write in English. Therefore, the purpose of this study was to find out the effective way of teaching English writing to improve writing ability for middle school students. To find out the effective method on English writing for middle school students two approaches to writing were chosen to teach English writing to them. In one class, students practiced writing with process-centered writing activities and in the other class, writing with product-centered writing activities for about five weeks. Thereafter, students' reactions to each writing approach were examined and their improvement for English writing was investigated. The major findings of the study can be summarized as follows: 1. All students thought about both writing methods in positive ways while writing English in class. 2. In the test of English writing skill, both writing methods had a positive influence on students' writing skills. Especially, the students who did process-centered writing activities had an higher achievement than the students who did product-centered writing activities and there was a statistically significant difference between the two groups. 3. It was shown that the effective way to teach English writing for middle school students is a mixture of these two methods in the EFL context. A mixture of product-oriented writing and process-oriented writing will help students improve their writing skills which include not only basic sentential composition skills but also essay composition skills. Therefore, Korean English teachers need to make efforts to teach English writing effectively.

기계번역을 활용한 영어작문 수업의 효과: 자기 효능감과 글쓰기의 양적 증가를 중심으로

조인희 한국중앙영어영문학회 2018 영어영문학연구 Vol.60 No.2

Recently, the translation quality of machine translation has been drastically improved. While not yet perfect, compared to the writing of a typical foreign language learner, machine translation exhibits few grammatical errors, even considering the context of the entire paragraph. This study is an attempt to analyze the effect of machine translation on English writing instruction. In the English writing class for this study, students were instructed to take advantage of machine translation to engage in free writing activities. And ‘writing efficacy questionnaire’ and ‘free English writing’ were conducted at the beginning of the semester and at the end of the semester. The English writing instruction using machine translation were analyzed to have paid off to great results: despite the students’ limited English proficiency, the writing efficacy of all the students showed a significant increase. In general, the upper class students showed greater increase, and the lower students’ increase were relatively limited. However, regardless of the differences in the students’ English proficiency, the amount of English composition by every student has increased. Therefore the use of machine translation in English writing classes is considered to have achieved the desired results.