[국내자료/학술지] 장미정 외. 2022. 외국인 학부생 대상 한국어 수준별 글쓰기 교재 개발 방안 연구

[초록]

먼저 국내 대학 기관에서 사용되는 6종의 글쓰기 교재를 분석한 결과, 여러 글쓰기 교재에서 학습자의 한국어 수준이 충분히 반영되지 않은 텍스트나 활동을 제시하고 있었으며, 교재에 글쓰기 기술과 전략을 제공하고 있으나 이를 내재화시키기에는 연습이 적었음을 밝혔다. 그리고 외국인 학부생 185명을 대상으로 대학 글쓰기에 대한 교육 요구를 조사한 결과, 한국어 중급과 고급, 즉 한국어 수준에 따라 대학에서 주로 수행하는 글쓰기 과제와 학습이 요구되는 글쓰기 과제 유형에 차이가 있었으며 선호하는 글쓰기 기술과 교재의 출판 형태에 차이가 있었다.

We analyzed six types of college writing textbooks and found that texts and activities in them did not fully reflect the learners’ Korean proficiency. It was also revealed that there was little practice to internalize writing skills and strategies. In addition, need analysis was conducted for 185 foreign students. As a result, the educational needs for college writing differed according to Korean proficiency. There were differences in the needs of intermediate and advanced Korean learners in the writing tasks mainly performed at university, the types of writing tasks that require learning, the preferred writing skills, and the publication type of textbooks. Based on the results, this study set the direction for developing writing textbooks for foreign undergraduate students according to their level of Korean proficiency. The writing textbooks should be developed to improve academic literacy and critical thinking ability. They also should provide customized educational content suitable for the learners’ Korean proficiency, and should be able to cultivate academic writing skills required by the academic discourse community and procedural knowledge required for an academic text production. Moreover, the writing textbooks should be published for a digital environment. Based on this, this study presented the syllabus, unit composition, and the examples of writing activities in writing textbooks for the students at the intermediate and advanced level of the Korean proficiency.