Earticle

본 연구의 목적은 외국인을 위한 한국어 쓰기 수업에서 진행되는 동료 피드백을 위한 평가 기준을 제시하여 쓰기 수업 중 동료 피드백 활동의 효용성을 제고하는데 있다. 동료 피드백의 기준을 설계하기 위하여 선행 연구에서 제시된 모국어 화자 대상의 쓰기와 외국인 학습자 대상의 쓰기에서 요구되는 평가 항목 및 구인을 분석한 후 피드백의 기준이 될 수 있는 평가 틀을 구성하고 동료 학습자의 시각에서 평가 할 수 있는 구인과 교사 개입이 필요한 구인을 논의했다. 동료 학습자 간 평가가 이루어질 수 있는 항목은 글의 주제와 구조, 내용 차원에 대 한 것으로 각 구인에 대한 적절한 숙지와 연습을 통해 동료 간 피드백이 가능하다. 표현 및 어휘 차원, 그리고 적절한 쓰기 전략은 목표어 학습자 간 토론만으로는 적절한 결론에 다다르기 어려우므로 적극적인 교사 개입이 필요하다. 본 연구를 통해 쓰기 수업의 학습자가 필자이자 독자로서 ‘좋은 글’에 대한 기준을 갖추는 쓰기 수업이 이루어질 것을 기대한다.

This study aimes to enhance the effectiveness of peer feed-back in Korean writing classes for foreigners by providing evaluation criteria. To design criteria for peer feed-back, I analyzed the evaluation items and elements in writing for native speakers and foreign learners respectively. I discussed items peer learners can evaluate and those requiring teacher intervention. Items that can be evaluated among peer learners include aspects such as the topic and structure of writing, which can be mastered and practiced through appropriate understanding of the evaluation criteria. However, regarding expression and vocabulary, reaching appropriate conclusions through peer discussions alone among learners who are not native speakers of the target language is difficult, this requires active teacher intervention. Through this study, writing classes may be conducted where learners acquire the criteria for 'good writing' as authors and readers.

EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.

This study explores university students’ revising behaviors in the peer assessment process. The data for this study were collected from 18 college students taking English critical writing courses. The results of this study show that the students’ feedback on critical writing significantly affect their revising behaviors. That is, the students’ feedback had substantial variability in the process of revising and improving their critical essays. Specifically, it was found that the students revised their essays more in surface levels by self-reflection and peer feedback and more in meaning levels by teacher feedback. In addition, the students’ perceptions of peer assessment appeared to be related to the extent of their experience of peer assessment and their revision work by peer feedback. The students considered peer assessment useful and helpful for improving their writing skills. This peer assessment induces learning and promotes further learning beyond what the students currently know or are able to do. The results inform L2 writing test developers and researchers about the extent to which peer assessment affects students’ learning and improves their writing abilities. Based on the findings in this study, the implications related to the assessment policy are also discussed.

The purpose of this research was to investigate how EFL college learners self-directed their English writing using MT in an English writing class. Specifically, this study focused on 1) What types of errors are identified the most frequently in the students’ writings?, 2) How those errors have been changed through the students’ self-directed revision process?, and 3) In what ways does this activity influence students’ perceptions toward English writing? The participants were six university students who took a 3-credit English writing class, and completed their writings using MT throughout the semester. The students’ written outcomes, in-depth interviews with them and results of writing tests were analyzed. The findings of data analysis indicated that first, the highest frequency of errors was seen in lexical errors at the rate of 65.5%, followed by morphological errors at the rate of 19.7%. Second, there has been a significant decrease in the overall types of errors between the first (35.0%) and second (20.9%) drafts, from the no-use of MT to the use of MT. Lastly, it can be said that the MT-assisted writing practice which took place during a short period of time had positive influence on students’ perceptions toward English writing. Implications for online classes in the Corona era are presented.

This study explores whether journal writing and in-class discussion operate for developing reflective teachers and investigates main issues understood and enhanced by Korean EFL teachers through journal writing and in-class discussion. Seven participants in this study were all in-service English teachers as well as graduate students taking a course on ‘reflective teaching’ in a large university in Seoul. They were supposed to write journals on the web once a week and to read others’ journals for the following in-class discussion. Main issues enhanced by participants through journal writing and in-class discussion were as follows: Teachers’ beliefs about profession as English teachers in Korea; Teaching techniques to make students’ learning successful; Teachers’ perceived difficulties in current teaching. As to the feasibility of journal writing, most of the participants reported that journal writing had been a turning point to be a reflective teacher and in-class discussion made them find lots of useful teaching tips and solutions for the problems they had met. This study provides teacher trainers and teachers themselves useful insights to develop reflective teaching and to better understand the current issues of English teaching in Korea.

Theoretical rationale and research evidence from L1, ESL and EFL supports the relationships between reading and writing as well as the advantages of encouraging students to read as much as possible to enhance their writing ability. This paper gives details of a 15 week reading experiment with a group of Thai EFL learners who were encouraged to read and, by the end, were then sub-divided for statistical analysis on the basis of their reading amounts. Designated ‘high’ and ‘low’ groups, this represented the volume of their exposure to comprehensible input. All subjects had their essay writing abilities measured every five weeks throughout the entire engagement with simplified reading books. Research results along with a discussion of the results provide theoretical as well as unique characteristics of lowability learners and reasons why their writing abilities did not improve despite additional reading involvement over the four months.

I examine the inconclusive and contradictory claims about the nature and effects of teacher feedback in second language (L2) writing classrooms. An experimental study was conducted with a university EFL class in Korea. My responses and students’ writing processes were analyzed and evaluated with respect to the generalizations that Ferri (2003) derived from previous research on teacher response to L2 writing, particularly regarding the multiple-draft approach called the “process model.” The study found that the students had never experienced the multiple-draft activity. Twenty-seven out of 41 students made several drafts during the semester, showing the development of their writing skills. Eleven students submitted only one draft, which meant that they did not receive any written feedback. Three out of 41 did not submit anything. The students’ most common request for teacher feedback was for correction of errors. In the process of revisions, the students utilized the comments on grammar more than those on content and rhetorical structure.

This paper reports how a teacher educator attempts to effect change in the practice of serving teachers through modelling process writing with a real class of ESL children aged at about ten. The process of teaching was observed by two in-service teachers. Three research questions were put forward: first, whether the teacher educator’s espoused theory will be modified by the theory in action gained through practice; second, the impact of modelling on the observer teachers and whether their theory in action will be modified by the modelling. Third, what impact does process writing have on the learning of the students? To answer these questions, the teacher educator employed qualitative research tools. It is found that the educator’s espoused theory on process writing is enhanced by the practice in a real class. The modelling process increases the observers’ motivation to try out the new practice through the successful demonstration of strategies in the same classroom context, which has eased the teacher’s concerns over student responses and constraints of classroom resources. Young learners have learnt metacognitive skills through process writing but they also exhibit some misunderstandings in the approach in their initial experience with this process.

본고에서는 이화여자대학교 음악대학 <우리말과 글쓰기> 수업 사례를 중심으 로 말하기와 연계한 글쓰기의 효과에 대해 살펴보았다. 글쓰기가 교양필수 과목일 뿐만 아니라 현대사회에서 점차 그 비중이 커지고 있지만, 음대생의 경우 다른 계 열 학생들에 비해 글쓰기 수업에 부담을 갖는 경우가 많았다. 따라서 전공과 관련 된 주제나 감정에 대한 표현력이 남다른 계열별 특성을 고려하여, 글쓰기 과정에 서 말하기를 보다 효율적으로 활용하고자 했다. 논증의 경우 음대생이 체감할 수 있는 주장들을 제시해주고 말하기로 찬반 전 제를 연습한 후 문단을 작성했을 때, 이전보다 글의 주제가 명확해지고 구성 역시 충실해졌다. 진술을 연습할 때에도 전공별 쓰기와 발표를 통해 말하기와 글쓰기를 반복하면서 효과적인 전달 방식을 찾으며 글쓰기에 대한 흥미를 유도할 수 있었 다. 또한 리포트 작성에서 면담은 상대의 평가를 즉각적으로 확인하면서 자신의 메시지를 검토하게 되므로 글쓰기에 대한 학생들의 심리적인 부담을 줄이는 것으 로 파악되었다. 이처럼 말하기는 글쓰기에 긍정적인 영향을 미치고 있지만, 반대로 말하기 수 업 목표가 원활하게 진행되지 않았을 때 글쓰기 역시 부정적인 영향을 받는다는 것을 발표와 토론 과정에서 확인할 수도 있었다. 그러므로 말하기와 글쓰기의 연 계 과정은 교수자가 체계적으로 목표를 설정하고 학생들을 독려하면서 진행되어 야 할 것이다. 말하기를 활성화한 수업방식이 현재 젊은 세대들에게 효과적이고 의사소통의 균형감각을 지향한다는 점에서 앞으로 보다 정교한 수업 모델이 지속 적으로 개발되어야 할 것이다.

This study is about <Speaking and Writing> curriculum of Ewha Womans University, focused on the effect of speaking for writing in case of the music college class. The goal of the University Writing is having the ability to write logically and to communicate properly. But many music college students have trouble in writing essay in class, however they also have extraordinary ability to talk about their major topics and their feelings. Accordingly, I planed to make the best use of method of speaking in writing process. In the class, I presented the contention which the students could understand easily then exercised the basic premise of the argument in speaking. After that they could write a well-organized paragraph furthermore it had clear theme. In the statement method education, learning by repetition of the ‘speaking and writing’ could help to find efficient statement way and raised students’ interest in writing. And speaking with teacher while they’re writing a essay, it helps them to examine their message immediately and less the emotional burden to write. Speaking have a positive effect on writing though, if the speaking process go sour, writing course is negatively affected by it. Therefore to achieve a good results in writing class connected with speaking, teacher should set up the gaol systematically and encourage students to speak actively.

This paper examines the effects of a story-writing class and a digital story-game class for primary school students at an after-school English program. To compare the effectiveness of a story-game p(23 students) and a story-writing class (22 students), this study used preand post- English achievement tests. This study also administrated a survey on students’ attitude towards their learning, and interviewed students as well as teachers. The results showed the two classes improved the students’ English ability in terms of reading, listening, writing and vocabulary over the 16 weeks. However, there were big differences between listening skills and writing skills between the two classes. The students in the story-game class showed a big improvement in listening skills. The students in the story-writing class were highly motivated by writing English stories in a group. Based on the results of the two classes, this paper discusses the factors that lead to an effective class with English story-based language learning. By exploring these elements, this paper suggests the educational implications for those who want to develop and implement a digital story-based language learning program for primary school students.

본 연구는 이화여자대학교의 심화 글쓰기 과목으로 개설된 <명작명문 읽기와 쓰기> 강좌에서 {莊子} <齊物論>을 읽기 자료로 설정하고 수업한 사례를 분석한 것이다. 동양 고전 텍스트를 대학 교양교육의 자료를 삼았을 때 나타나는 특징과 효과를 고찰하려는 것이 본고의 목적이다. 본고에서는 학생들이 {莊子} <齊物論>을 읽고 발제문을 작성하여 토론하는 것을 이해 단계로, 이를 바탕으로 글쓰기 과제를 수행한 것을 평가 단계로 나누어서 각각의 특징을 살펴보고, 그 의의를 논의하였다. 특히, 학생들의 글쓰기 과제를 분석하여 파악한 <齊物論>의 평가 단계에서는 상대주의적 관점 인식, 자아 성찰적 요소 발견, 소통의 메시지를 수용하는 특징을 보였다. 장자와 글쓰기 교육을 연계함으로써 다양성의 시대와 가치의 재발견, 진정한 자아 탐색의 의미 제시, 열린 사고와 창조적 글쓰기라는 의의와 효과를 도출할 수 있었다. 이러한 연구는 고전의 현대적 재해석이라는 의의와 고전 텍스트의 교육적 활용 사례에 대한 시사점을 제공해줄 수 있을 것이라 예상된다.

This research is the case study on the course of 'Masterpiece Reading & Fine Composition Writing' in Ewha Waman's University which opens this class as a intensified writing course. In this course, <Qiwulun> part in the book of 『Zhuangzi』is selected as the reading text. This research targets at highlighting the characteristics and effectiveness which appears in when the class choose the classics of Orient as writing text. This research divides the student's performance into two steps. Understanding stage and Evaluation stage. In Understanding stage, the student read <Qiwulun> part in the book of {Zhuangzi}, write a discussion paper and discuss on, and in Evaluation stage, the student write the essay, depending on their previous performance in Understanding stage. This research discusses on each stage's characteristics, and analyzes the effectiveness of each ones. Especially, in the stage of Evaluation this research focuses on the relative view in perception of outside, finding self-introspection factor, and accommodating communication message. By connecting 『Zhuangzi』and writing, this research tries to rediscover the era of the variety and its value, suggest the meaning of self-consciousness, and finally draw out the significance of open thought and creative writing. This research suggests on the meaningness of a modern reinterpretation on the classics and also provides the example of instructive usage of the classical text.

본 연구는 P광역시 H초등학교 5학년 43명의 학생들 을 대상으로 PBL을 적용한 환경글쓰기 수업이 초등학 생들의 기후소양 및 환경감수성에 어떤 효과가 있는지 를 알아본 것이다. 본 연구의 수행을 위해서 8차시의 PBL을 적용한 환경글쓰기 수업을 개발하여 적용하여 그 효과를 알아보았다. 본 연구의 결론은 다음과 같다. 첫째, PBL을 적용한 환경글쓰기 수업은 초등학생들의 기후소양을 향상시키는데 통계적으로 유의미한 효과 가 있었다. 기후소양의 하위영역 실천영역을 제외한 인지와 정의 영역에서 통계적으로 유의미한 결과가 나 타났다. 둘째, PBL을 적용한 환경글쓰기 수업은 초등 학생들의 환경감수성을 향상시키는데 유의미한 효과 가 있다. 환경감수성의 하위영역 민감성, 심미감과 정 서안정, 동정과 연민 모든 하위 영역에서 통계적으로 유의미한 효과가 나타났다. 이처럼 PBL을 적용한 환 경글쓰기 수업이 초등학생들의 기후소양 및 환경감수 성을 향상시킬 수 있었던 원인은 환경문제를 해결하기 위해서 학생들이 주도적으로 수업에 참여하고, 환경문 제가 우리의 실생활과 깊게 관련되어 있다는 사실을 깨달을 수 있었기 때문이라고 판단된다.

This study was conducted to investigate the effect of PBL applied environmental writing class on the climate literacy and environmental sensitivity of 43 5th grade students. To carry out this study, an environmental writing class that applied PBL in the 8th class was developed and applied to examine the effect. The conclusions of this study are as follows. First, the environmental writing class applying PBL had a statistically significant effect on improving the climate literacy of elementary school students. Statistically significant results were found in the cognitive and definitional domains, excluding the sub-domain of climate literacy. Second, the environmental writing class applying PBL has a significant effect on improving the environmental sensitivity of elementary school students. Statistically significant effects were found in all sub-domains of environmental sensitivity, sensitivity, aesthetic sense and emotional stability, and sympathy and compassion. The reason why the environmental writing class applying PBL was able to improve the climate literacy and environmental sensitivity of elementary school students is that students actively participate in the class to solve environmental problems and realize that environmental problems are deeply related to our real lives.

The purpose of this case study is to have an in-depth understanding regarding EFF learners' overall reflections toward portfolio keeping and peer feedback in English writing class. The data were collected from English Writing I class offered by the College of General Education at one of the universities in Korea. The sample group consisted of 23 college-level students who showed strong desires to improve their English writing proficiency. The data were collected throughout the semester. The data sources included the researcher's observation and field notes, 5-point Likert scale, interview, and open-ended questions, and the data were analyzed based on the grounded theory. Regarding the results about the portfolio keeping, the participants perceived that portfolio keeping had the merits such as the improvement of grammar, vocabulary, organization of essay, content knowledge, motivation toward English writing, and decrease in writing anxiety. The participants also noted the difficulties they had faced during portfolio keeping project and these difficulties included the time-consuming nature of portfolio, boredom, and difficulty of reflecting all the feedback into actual writing. With respect to the reflections toward peer feedback, the participants showed less credibility toward peer feedback compared to teacher feedback.

본 연구의 목적은 대학의 교양 영어 작문 교과에서 시행한 수준별 수업에 대해 학생들의 인식을 알아보 는 것이다. 총 96명(심화반 13명, 일반반 83명)이 설문에 참여하여 수준별 수업에 대한 전반적인 만족도, 장단점, 제안점을 답변하였다. 연구 결과, 학습자들은 대체로 수준별 수업에 만족하였는데 심화반은 높은 수업 수준 및 소 규모 수업을 높이 평가하였고, 일반반은 적절한 수준의 수업 내용과 쉬운 교과서에 만족하였다. 또한 심화반은 절 대평가 제도와 성취감을 일반반은 학습동기 고취가 장점이라고 생각하였다. 반면 수준별 수업의 단점은 심화반의 경우 학습 목표가 뚜렷하지 않고 교과서가 쉽다는 점이었고 일반반은 상대평가를 꼽았다. 이를 개선하기 위해 본 연구는 기초반을 추가로 개설하고 상대평가 비율을 완화하여 학습자의 심리적 부담을 완화하며, 반별 수업 내용과 교재를 더욱 차별화할 것을 제안하였다. 마지막으로 진단평가의 공정성을 강화하고 온라인 시행 방식을 보완하는 개선책이 필요함을 제시하였다.

The purpose of this study is to investigate students’ perception on level-differentiated English writing class offered in a Korean university. A total of 96 students (13 from the advanced group and 83 from the intermediate group) participated in a survey where they responded their overall satisfaction on a level-differentiated class and suggestions for the program. The results indicate that students were mostly satisfied with the level-differentiated class; the advanced group valued the high level of instruction and the benefits of small class size, while the intermediate group appreciated the accessible content and user-friendly textbooks. Additionally, the advanced group highlighted the absolute grading system and a sense of achievement as a key strength, whereas the intermediate group reported increased learning motivation. However, concerns were raised about unclear learning objectives and overly simplified textbooks in the advanced group and dissatisfaction with relative grading system in the intermediate group. To address these issues, the study recommends introducing an additional elementary level, adjusting grading policies to reduce students’ psychological pressure, and further differentiating course content and materials between groups. Finally, improvements in the diagnostic assessment, including enhanced fairness and modification to online administration, are suggested.

2020년 전 세계적으로 신종 코로나 바이러스가 발생하면서 2020년 1학기는 물론 현재 2학 기까지 온라인 강의를 할 수밖에 없는 상황에 놓였다. 필자가 가르치고 있는 한국의 모 대학 중문과도 마찬가지고 필자는 이런 상황에서 2학년의 중국어 작문 온라인 강의를 맡게 되었다. 다년 간 강의실 대면 수업 경험을 어떻게 활용하고, 자신 기존의 강점을 어떻게 온라인 강 의에서 발휘해야 할지 깊이 고민했다. 이런 계기로 ‘플립 러닝’과 같은 새로운 교육 이념과 교 수법을 적용하고 컴퓨터 과학 기술을 접목시켜 초급 수준 중국어작문의 인터넷 강의를 설계 했다. ‘플립 러닝’은 지식 전수와 지식 내실화의 순서를 맞바꾸었다. ‘플립 러닝’식 온라인 수업에 서 교수는 지식을 전수한 사람에서 학습의 지도자와 촉진자로, 가상대학에 사전 탑재한 온라 인 강의 자료는 지식 전수의 책임을 지게 되고 그 질이 지식 전수의 효과에 중요한 영향을 미친다. 본 연구에서 교육 대상은 모국어가 한국어인 초급 중국어 수준의 대학생이다. 작문 온라인 강의는 아래 세 단계로 설계했다. 1) 가상대학에 미리 탑재한 동영상 자료를 통해 작문에 사 용할 어휘, 문법 구조, 중국어 작문 형식 등을 예습하는 사전 학습 단계. 2) 개인 별로 중국어 작문 과제를 발표한 후에 팀 별로 토론하고 단어와 문법 오류를 서로 지적하고 수정해주는 본 수업 단계. 3) 교수님의 첨삭 피드백과 학우들의 의견을 반영해서 중국어 작문을 수정 및 보완하는 사후 학습 단계. 본 논문에서는 초급 중국어 작문 온라인 강의에서 발견한 문제점, 그 문제점을 분석하고 해결하는 과정을 보여주었다. ‘플립 러닝’ 적용 사례를 통해 중국어 작문 수업에서 ‘플립 러닝’ 의 중요성을 인식시켜 온라인 강의의 참여도를 높였고 학생들이 학습 효과에 대한 만족도가 높았다. 그리고 본 논문에서 ReadyStream Producer, Everlec, ZOOM 등 현대화된 교육 수 단에 관한 사용 제안을 하였으며, 중국어 작문 온라인 강의의 수업 설계와 운영 전략 연구에 참고가 될 수 있기 바란다.

With the outbreak of a new coronavirus around the world in 2020, online lectures have become inevitable for the first semester as well as the current second semester. Given this situation, I was assigned to take on-line lectures in Chinese writing on my second year, just like the Chinese language that I am teaching in a Korean university. I have been deeply contemplating on how to use my face-to-face classroom experience efficiently and how to demonstrate my existing strengths in online lectures. With this opportunity, we started applying new educational ideologies and teaching methods such as ‘flip learning’ and applied computer science technology to design internet lectures for Chinese writing classes. ‘Flip Learning’ changed the order of knowledge transfer and knowledge improvement. In the flip learning-type of online class, the professor is the person who has transferred knowledge to a leader and facilitator of learning, and the online lecture data pre-loaded in a virtual university. He assumes responsibility for the transfer of knowledge, and its quality has a significant impact on the effectivity of the said transfer. My education targets are korean university students whose chinese level is elementary. Writing online lectures are designed in three stages. 1) Pre-learning step to prepare for vocabulary usage, grammar structure, Chinese writing format, etc. to be used in writing through the video data previously loaded in the virtual university. 2) This class step is to facilitate a debate within each team and correct grammatical errors using intellectual points after each individual has announced a Chinese writing task. 3) Post-learning step to correct and supplement up Chinese writing by reflecting on the professor's correction feedback and the opinions of the students. In this paper, the problems arising from the beginner's Chinese-writing online lecture and the process of analyzing and solving the problems were presented. Through the application of ‘flip learning’, It’s importance in Chinese writing classes was recognized and has increased (the level of) participation in online lectures. moreover, students were highly satisfied with it’s learning effect on then. In this paper, we have proposed the use of modern educational tools such as ReadyStream Producer, Everlec, ZOOM, etc. We hope that the said tools can be used as references for the study of class design and operational strategy for online lectures in Chinese writing.

인간은 언어를 통해 세상을 인지하고, 그 과정에서 실존과 진리를 발견 하는 언어적 존재이다. 실존과 진리의 발견은 세상을 통념적 기성언어가 아닌 자기 언어로 표현할 때 가능해진다. 이러한 의미에서 대학의 글쓰기 수업은 단순한 기술을 배우는 시간이 아니라, 학생이 표현 주체로 탄생하 는 것을 돕는 시간이 되어야 한다. 표현 주체가 되기 위해서는 내면 언어 를 왜곡하지 않는 표현 언어를 사용해야 한다. 내면 언어와 표현 언어 사 이의 괴리를 줄이는 것은 ‘의사소통’을 목표로 하는 언어활동의 필수 과제 이다. 의사소통은 자신의 내면 언어를 타인과 공유하는 방식이다. 내면 언 어가 타인에게 전달될 때 표현 언어를 통하지 않을 수 없고, 양자의 불일 치 정도가 크면 오해와 갈등이 생겨난다. 정확한 의사소통을 위해 내면 언어에 가까운 표현 언어를 탐색하는 것은 나와 타자가 함께 이해할 수 있는 ‘공통의 언어’를 발견하는 일이다. 대학 교양 글쓰기의 핵심은 ‘대학’이나 ‘교양’이 아니고 ‘글쓰기’에 있다. 때문에 필자와 독자가 공유 가능한 ‘공통의 언어를 발견하는 일이 목적이 되어야 한다. 공통의 언어를 발견하기 위해서는 내면 언어에 가까운 표현 언어를 발견하는 훈련이 필요하다. 이 글에서는 어휘 층위와 문장 층위에 서 표현 언어의 훈련 방안을 모색하였다. 어휘 층위에서는 기의와 기표 사이의 자의역을 좁힐 수 있는 감각과 단어의 발견을 제안했고, 문장 층 위에서는 앞 문장과 내용적으로 밀착되면서도 새로운 자각과 발견이 가 능하도록 전진하는 연결 문장의 발견을 주장했다. 이것은 대학 글쓰기와 교양 글쓰기뿐 아니라 생활 글쓰기와 전공 글쓰기에서도 요구되는 사항 이다. 그것은 학술과 실용, 교양과 전공이라는 영역에 관계없이 모든 글쓰 기가 수행하는 공통적 특징이기 때문이다.

Human is a linguistic being who recognizes the world through language and finds out the existence and the truth from such a process. Discovering the existence and the truth is possible when expressing the world not with the existing conventional language but with one’s own language. In such a sense, writing instruction at college should be the time helping students born as an expressive subject rather than that of learning simple skills. Expressive language that does not distort the inner language has to be used to be an expressive subject. Narrowing a gap between inner and expressive languages is a compulsory task of linguistic activities aiming at ‘communication’. Communication is a method sharing one’s inner language with others. When conveying the inner language to others, it is forced to be done through the expressive language, and a larger degree of discord between both causes misunderstanding and conflict. Exploration of the expressive language close to the inner language for correct communication is to discover a ‘common language’ one and the other can understand together. The core of writing of the liberal arts at college lies not in ‘college’ or the ‘liberal arts’ but in ‘writing’. Hence, it has to aim at discovering a ‘common language’ with which writer and reader may share. A training for discovering the expressive language close to the inner language is needed to find out a common language. This paper explored measures for training the expressive language at the lexicon and sentence levels. It suggested discovery of sensation and a word that enables the arbitrary area between signified and signifier to be narrowed at the lexicon level, and discovery of a connecting sentence that allows a new self-awareness and discovery and sticks to a sentence before in contents at the sentence level. It is required not only for writing in liberal arts but for writing in a life and major since it is a common characteristic performed by every writing regardless of areas including the academic and practical, liberal arts and major.