담화 공동체 관점에서의 대학 글쓰기 교육

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to identify the changing processes and problems of thewriting 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.

목차 (Table of Contents)

• Abstract
• 1. 대학 글쓰기 교육의 변화 과정과 문제점
• 2. 담화 공동체 구성원으로서의 대학 글쓰기 교육의 범위
• 3. 담화 공동체 관점에서 대학 글쓰기의 통합적 교수 학습 방법
• 4. 결론
• 참고문헌

참고문헌 (Reference)

1 박태호, "장르중심 작문 교육의 내용 체계와 교수․학습 원리 연구" 한국교원대 2000

2 황재웅, "쓰기 워크숍을 통한 작문 교육 방안 연구" 고려대 2009

3 노은희, "말하기와 쓰기의 통합에 대한 일고찰 －개정 국어과 교육과정에 나타난 말하기와 쓰기의 연계 양상을 중심으로－" 한국작문학회 (8) : 77-110, 2009

4 이현청, "대학의 이념, 대학 교육의 목적, 목표의 체계화" 대구가톨릭대학교 교육연구소 6 : 1998

5 원진숙, "대학생들의 학술적 글쓰기 능력 신장을 위한 작문 교육 방법" 민족어문학회 51 : 55-86, 2005

6 정희모, "대학 글쓰기 교육과 과정 중심 방법의 적용" 한국문학연구학회 (29) : 483-516, 2006

7 박호관, "대구대학교 공통 교양 ‘대학 글쓰기’의 교육 목표와 교육 과정 탐색" 우리말글학회 49 : 87-109, 2010

8 이재승, "글쓰기 교육의 원리와 방법" 교육과학사 2003