Earticle

The present study explored the locations of main ideas, macro-level rhetorical patterns and directness/indirectness in L1 and L2 argumentative essays written by Korean ESL students in the United States. They were divided into two groups based on their writing proficiency ability. The results indicate that most participants used English rhetoric to construct their L1 and L2 essays. They also preferred the initial location when placing their main ideas regardless of the languages they used and the varying L2 writing proficiency levels. With regard to the macro-level rhetorical patterns, they often utilized the “Explanation-Collection” style, in which the writer’s opinion is followed by equally weighted supporting reason. For argument directness/indirectness, most participants preferred to write directly. The findings of the study confirm “reverse unidirectional transfer,” meaning that the rhetoric transfer actually occurred from L2 to L1.

이 연구는 한국어 학습자를 대상으로 토픽 Ⅱ 쓰기 영역 54번 문항의 답안 작성과 관 련, 주장하는 글쓰기의 한 유형인 혼합형 글쓰기 패턴에 대한 수업 사례 연구로, 수업에 서 드러난 성과를 바탕으로 한국어 쓰기 교육 수업에 적용할 수 있는지를 모색하는 데 그 목적이 있다. 이를 위하여 본 연구에서는 수업 준비 단계-이론 학습 단계-쓰기 학습 단계-평가 단계 등 4단계로 설계하여 진행한 뒤 학습자들의 수업 전후 평가와 수업 만 족도 조사 결과를 분석하여 그 효용성을 입증하고자 하였다. 연구 결과, 수업에 참여한 모든 학습자의 작문형 글쓰기 능력이 수업 전보다 30% 이 상 향상되었으며, 학습자들 역시 “주장하는 글쓰기를 더 잘 쓸 수 있고, 어떻게 쓰는지 도 확실하게 알게 됐다.”는 등 긍정적인 내용으로 수업을 평가하였다. 이는 혼합형 글 쓰기 패턴을 기반으로 하는 수업의 목표와 방향성이 제대로 설계되었음을 의미한다고 하겠다. 따라서 본 연구가 한국어 교사들의 쓰기 학습 지도에 도움이 되기를 기대한다.

This study aims to explore the applicability of the mixed writing pattern, a type of argumentative writing, in Korean writing education by examining a case study involving the preparation of answers for question 54 in the TOPIK II writing section. The research was designed and conducted in four stages: the preparation stage, theoretical learning stage, writing practice stage, and evaluation stage. Subsequently, the effectiveness of the approach was demonstrated through an analysis of pre- and post-class evaluations and student satisfaction surveys. The results of the study showed that all participants’ argumentative writing skills improved by more than 30% compared to before the class. Additionally, students positively evaluated the class, stating that they could write argumentative essays better and clearly understood how to write them. This indicates that the goals and directions of the mixed writing pattern class were well designed. Therefore, it is hoped that this study will assist Korean language teachers in guiding writing instruction.

이 연구는 한국어 학습자를 대상으로 토픽 Ⅱ 쓰기 영역 54번 문항의 답안 작성과 관 련, 주장하는 글쓰기의 한 유형인 혼합형 글쓰기 패턴에 대한 수업 사례 연구로, 수업에 서 드러난 성과를 바탕으로 한국어 쓰기 교육 수업에 적용할 수 있는지를 모색하는 데 그 목적이 있다. 이를 위하여 본 연구에서는 수업 준비 단계-이론 학습 단계-쓰기 학습 단계-평가 단계 등 4단계로 설계하여 진행한 뒤 학습자들의 수업 전후 평가와 수업 만 족도 조사 결과를 분석하여 그 효용성을 입증하고자 하였다. 연구 결과, 수업에 참여한 모든 학습자의 작문형 글쓰기 능력이 수업 전보다 30% 이 상 향상되었으며, 학습자들 역시 “주장하는 글쓰기를 더 잘 쓸 수 있고, 어떻게 쓰는지 도 확실하게 알게 됐다.”는 등 긍정적인 내용으로 수업을 평가하였다. 이는 혼합형 글 쓰기 패턴을 기반으로 하는 수업의 목표와 방향성이 제대로 설계되었음을 의미한다고 하겠다. 따라서 본 연구가 한국어 교사들의 쓰기 학습 지도에 도움이 되기를 기대한다.

This study aims to explore the applicability of the mixed writing pattern, a type of argumentative writing, in Korean writing education by examining a case study involving the preparation of answers for question 54 in the TOPIK II writing section. The research was designed and conducted in four stages: the preparation stage, theoretical learning stage, writing practice stage, and evaluation stage. Subsequently, the effectiveness of the approach was demonstrated through an analysis of pre- and post-class evaluations and student satisfaction surveys. The results of the study showed that all participants’ argumentative writing skills improved by more than 30% compared to before the class. Additionally, students positively evaluated the class, stating that they could write argumentative essays better and clearly understood how to write them. This indicates that the goals and directions of the mixed writing pattern class were well designed. Therefore, it is hoped that this study will assist Korean language teachers in guiding writing instruction.

김지하의 시집 『애린』은 동학사상에서 깨달음을 얻어 생명에 대한 탐구로 이어진 과정에서 쓰인 연작시다. 이 연구에서는 시집 『애린』1,2에 나타난 민중의 '한'과 '한'의 극복 과정을 살펴보고, 그 과정에 나타나는 김지하의 생명사상과 동학사상과의 연관성을 밝히고자 하였다. 또한 그의 생명사상이 역설적 사유로서 나타난 글쓰기의 형식을 살펴보고자 하였다. 이에 대한 연구 방법으로는 첫째, 영성 회복을 위한 과정으로 '애린'에 대한 의미를 살펴보고, 둘째, 민중의 '한'을 수용하고 내재화하는 과정과 '한'의 극복을 위한 삭임 과정을 동학사상의 시천주(侍天主)와 이천식천(以天食天)과 연관지어 살펴보았다. 셋째, 생명사상이 역설적 사유와 곡선적 서정 양식으로 나타난 특징을 불연기연(不然其然)과 연관지어 살펴보고자 하였다. 이 연구의 내용은 첫째, 『애린』은 민중들의 쌓인 한을 쓰다듬고 극복하기 위해 찾아나서는 역정의 노래이며, ‘애린’은 근원적 생명으로서의 민중이 된다. 둘째, 애린은 무소부재(無所不在)하며, 민중의 '한'은 내면의 어둠에서 유기적으로 연결된 자아로서 새로운 생성을 준비하고 있다. 또한 '한'은 유기적 생명을 인식하고 포용하면서, 삭임으로써 새로운 생명의 순환 원리를 따라 극복될 수 있다. 셋째, 생명사상이 가진 역설적 사유는 모순의 이중적 세계에서 활동하는 '무(無)'로서 유(有)를 창조하는 곡선적 순환성을 가지고 있다는 것 등으로 전개하였다. 연구 결과는 첫째, '애린'은 근원적 생명으로서의 포괄적 의미를 지니며, 민중의 '한'으로 풀이될 수 있었다. 둘째, 대립적 맞섬으로 이분화된 민중의 한은 수용되고 내재화됨으로써 시천주의 우주공동체로서의 통일된 관계로 확장되었다. 또한 한의 삭임은 이천식천의 원리로써 생명이 순환과 공생을 통해 창조적 에너지로 전환될 수 있었다. 셋째, 생명사상의 역설적 사유는 불연기연의 원리가 작동되어 숨어 있는 세계를 드러냄으로써 틈을 만들고, 생명을 생성한다는 것으로 나타났다. 따라서 김지하의 시집 『애린』에 나타난 생명사상은 민중의 한을 극복하고, 영성을 회복하기 위한 혁신의 출발 단계로서의 의의를 확인할 수 있었다.

Chi-Ha Kim's anthology <Aerin> is a serial poetry written in the process of exploring life after being enlightened by Donghak thoughts. This thesis aims to examine the "sorrow" of the people and overcoming process of sorrow appearing in <Aerin 1, 2>, and to verify the relationship between Chi-Ha Kim's idea of life and Donghak thoughts. Also, the study examines the writing pattern as his idea of life appearing in paradoxical ground. As for the study method, the study examines the definition of "Aerin" in the process of spiritual recovery, and second, associated "Shichunju" and "Yichunsikchun" concept from Donghak thought to the swallowing process for overcoming "sorrow" and the process of accepting and internalizing "sorrow" of the people. Third, the study related "Bulyeonkiyeon" with idea of life which appears in paradoxical ground and curvilineal lyric form. The contents of this study is, first, "Aerin" is a song of journey seeking to understand and overcome the sorrow of the people. Second, "Aerin" is an omnipresent concept, and the "sorrow" of people is a organically connected ego which prepares for new creation in the darkness. Also, the "sorrow" can be overcome by embracing and understanding organic life, and swallowing to follow the circulation principle of new life. Third, the paradoxical ground in idea of life has the curvilineal circulation which creates "something" from "nothing" in duplex world of contradiction. In conclusion, first, the "Aerin" has inclusive definition as the fundamental life, and can be interpreted as "sorrow" of the people. Second, the sorrow divided by oppositive confrontation are accepted and internalized and expanded to the united relationship as cosmopolitan community of Shichun thoughts. Also, as the principle of Yichunsikchun, the swallowing of sorrow was converted into creative energy through circulation and coexistence of life. Third, the paradoxical ground of idea of life is operated by the principle of Bulyeongiyeon to make the hidden world appear, make crack and create life. Therefore, the study was able to verify the significance of idea of life in anthology <Aerin> written by Chi-Ha Kim as the beginning step of overcoming the sorrow of the people and revolution for the recovery of spirit.

This study aims to develop an English writing model using pattern-based reading materials and to apply it to the elementary classroom. The meaning of “patterns” was searched for in the language learning and teaching methods, and their roles were examined in terms of language acquisition and learning. The writing class was connected to the reading class so that learners could properly model and transfer their forms and meanings of the patterns recognized in the reading class to what they want to write in the writing class. The experiment was conducted on one class of grade 6 elementary school students in which the reading and writing class was integrated into the regular English class during one semester. Six pattern-based reading materials were selected with a range of genres including stories and poems. The effect of the pattern-based reading materials on the writing class was examined through writing test and a questionnaire about the affective domain before and after the experiment. The result showed that writing scores were increased significantly in all the leveled-group learners. As for the affective domain, interest, participation, confidence, and adventure each had a significantly increased score. The sense of adventure increased the most. This is considered attributable to the feedback which ignored grammatically trivial errors and focused on how to properly express the contents learners wanted to write.

The purpose of this study was to develop English writing instruction models in order to improve 1st grade high school students’ writing ability under the communicative framework. A writing pattern ‘describing pictures and making an inference’ was utilized to develop writing instruction models and lesson plans. In order to accommodate a wider range of teachers’ needs in high school, the study took into consideration two teaching conditions, learner proficiency levels (high, mid, and low) and skill integration (listening, writing, and reading, writing) in the development process. A total of five English writing instruction models and lesson plans for different teaching conditions were developed using two chapters extracted from two textbooks. The characteristics of the newly developed models and lesson plans were provided so that teachers can easily modify them for their own needs in the practice. Further, the writing pattern ‘describing pictures and making an inference’ turned out to be quite adaptable to real teaching conditions and seemed to contribute to enhancing students’ creativity as well as their writing skills. At the end, study limitations were discussed.

본고에서는 TV드라마창작 수업에서 빈번히 발견되는 작문상의 오류를유형화함으로써 전공 글쓰기 지도의 효과적인 방안을 모색하고자 했다. 문예창작 전공 대학생들의 실제 습작 사례를 바탕으로 글쓰기 오류의 유형을추출하고 그 개선방향을 제시하는 데 논의의 초점을 맞추었다. 이를 위해서울 소재 S대학교 예술창작학부의 2016년 전공 교과목 ‘TV드라마 창작실습’ 수강생들을 표본 집단으로 설정하고, 이들이 제출한 일련의 ‘과제글’을주된 텍스트로 삼아 분석하였다. 과제글은 글쓰기의 단계에 따라 수업 중에실습된 시놉시스, 구성표, 원고의 3가지 종류로, 각각의 종류별로 작문 오류의 유형이 추출되었다. 아울러 학습자들의 과제글에 대한 교수자의 개별 ‘코멘트’를 보조 자료로 활용하여 오류 사례별 구체적 지도 방안을 적시하였다. 특히 텍스트 분석 과정에서 본고는 문법적 차원보다는 ‘장르 적합성’ 에 주목하고자 했다. 장르 기반 작문 이론에 입각해 TV드라마라는 특수한글쓰기 장르가 요구하는 형식과 내용상의 규범에 어울리는지 아닌지를 기준으로 학습자들의 글쓰기 사례에 대해 오류 판단을 하고, 이에 근거해 오류의 유형을 총 9가지로 분류하여 논하였다. 시놉시스 과제글의 경우 비윤리적 소재의 취급, 편성분량의 간과, 주제의식의 혼란 등이 대표적 오류 유형으로 나타났으며, 구성표 과제글에서는 장면의 남발과 누락, 행위요소의결핍, 장면전환의 임의성 등의 오류가 발견되었다. 원고 과제글의 경우 직설적 표현의 과잉, 영상과 대사의 연계성 결여, 지문의 서사적 오용 등의 오류가 빈번하게 관찰되었다. 이상의 오류 사례는 대부분 학습자들의 ‘장르 변별성 혼동’ 문제로 귀결되며, 결국 실효성 있는 TV드라마 창작을 위해서는인접 예술(문학)과 변별되는 고유한 속성에 대한 집중적 교육이 요청된다.

The aim of this study is at making pattern of writing error in subject of Creating television drama, and searching for effective guidance method of writing in a special study field. For the purpose, this study focused on analyzing actual cases of university student’s works in major of Creating literature. Students attended at ‘Exercise of creating television drama’ that is a major subject of the college of Creation arts in S university located in seoul fixed as a sample group, their homeworks is analyzed as main text. Analysis is progressed according to their three kinds of homeworks that is synopsis, construction chart, script. And professor’s comments used as subtext for improvement method of writing. Specially, this study pay attention to suitability of genre, not to grammar. According to be suitable for canon of form and content in the television drama genre, whether the students’s writing is error is judged. And based on this judgement, total pattern of writing error is classified nine kinds. In synopsis, pattern of writing error was found out treatment of immoral subject, ignorance of time arrangement, confusion of setting up theme, In construction chart, pattern of writing error was found out overissue and ommission of scenes, lack of action element, optional management of scene connection. In script, pattern of writing error was found out overmuch of indicative expression, lack of connection between image and speech, misuse of direction.

In perpendicular magnetic recording system, the magnetic recording and reproduction characteristics of isolated transition of magnetization is simulated in this paper. The recording system which is magneto-static system is analyzed using two-dimensional finite element method and the characteristics of hysteresis of recording media is considered. The results show that the optimizing current is exist in magnetic recording system.

As a fundamental component of language, writing has been identified as the least proficient domain in acquiring a new language. Due to this universal idea, this research has been designed to find a more effective method to improve the writing skills of EFL learners and makes an attempt to investigate the effectiveness of a basic sentence pattern (BSP) drill through film corpus-based activities. To do this, as a pre-test, EFL learners were asked to make questionnaires with basic sentence patterns that translate Korean sentences into English to determine how much basic knowledge they had. For the questionnaires and the basic sentence pattern drill, the script of the American television series Modern Family (Lloyd & Levitan, 2014) was collected and categorized into five basic sentence patterns. Then, the learners were taught about the 5th basic sentence pattern, the most difficult pattern and were trained to practice this sentence pattern, repetitively, for a month. As a final step, they took a post-test after another month’s training. The results show the overall score was enhanced significantly from pre-test to post-test. This finding demonstrates that basic sentence patterns can enable EFL learners to develop their sentence accuracy in writing.

The increasing volume of international business in Korea has contributed to the pedagogical needs of the business writing skill, particularly in terms of developing the content and organization. This case study explores the impact of the problem-solution pattern instruction (PSPI), i.e. the situation, problem, change and action (SPCA) pattern and collaborative revision on the enhancement of content and organization of business writing in blended learning. Three managers of an airline company in Korea participated in the study. Their writing assignments, field notes, reflective journals, and semi-structured interviews were collected for the analysis of the influence of the SPCA pattern and collaborative revision on their business writing. The major findings were as follows. First, the SPCA pattern was found to contribute to the development of business writing in terms of lexical signals, causal semantic relations, and grammatical category. Second, collaborative revision had a positive influence on the development of business writing by the participants’ language functions and scaffolding strategies. In addition, blended learning was found to provide the environment for improving the quality of business writing. The results indicated that employing the PSPI and collaborative revision in blended learning is necessary for teaching business writing.

This study aims to examine the effects of pattern poem writing on elementary English learners’ writing ability and creativity. The subjects of this study were 54 grade 5 children from an elementary school in Gyeonggi-do, Korea. The children were divided into an experimental group and a control group, the homogeneity of which was verified through an English writing assessment, a questionnaire survey on the affective domain, and TTCT (Figure A) before the experiment began. Over the course of sixteen weeks, the experimental group was instructed in pattern poem writing. Both groups were then tested in the same way through an English writing assessment, a questionnaire survey on the affective domain, and TTCT (Figure B). The results of the study were as follows. First, in the creativity domain, pattern poem writing was effective in improving the children’s fluency and originality, whereas it was not effective in improving elaborateness. Second, in the writing domain, pattern poem writing was effective in improving the children's writing ability. However, in the low level group, pattern poem writing did not have a significant effect on writing ability. Third, in the affective domain, pattern poem writing was effective in improving the children’s interest, confidence, and involvement. In the results of analysis by level, the high group and the low group showed a significant improvement in interest and involvement. Based on these results, suggestions for further studies are provided.

연구 목적: 이 연구는 학문 목적 한국어 학습자의 요청 이메일 쓰기에 대한 양상을 살펴 한국어 요청 이메일 쓰기 교육의 시사점을 얻는 것이다. 연구 방법: 경북 지역의 ‘D’ 대학에서 2022년 2학기 교양 한국어 수업을 수강한 학부 학생 42명이 작성한 이메일을 분석하였다. 연구 내용: 학습자들이 작성한 요청 이메일은 담화 구조, 언어 사용, 요청 전략 세 가지 측면에서 분석하였다. 결론 및 제언: 이메일의 구조 분석 결과 이메일의 담화 구조를 모두 갖춘 학습자는 전체 학습자의 2%에 불과했다. 다음으로 언어 사용 분석 결과 언어 사용에서 모두 ‘상’을 받은 학습자는 전체의 24%였고, 학습자들은 특히 접속 표현과 담화표지를 사용하는 능력이 가장 부족한 것으로 나타났다. 마지막으로 요청 전략 분석 결과 학습자들은 주 화행에서 평균 1.45개의 전략을 사용했고 보조 화행에서 평균 2.28개의 전략을 사용하는 것으로 나타났다.

The purpose of this study is to obtain implications for Korean request email writing education through Korean request emails written by Korean learners. emails written by 42 students who took Korean language classes at ‘D’ university in Gyeongbuk were analyzed in three aspects: discourse structure, language use, and request strategy. First, as a result of the analysis of the structure of email, only 2% of the learners had all the discourse structures of email. Second, as a result of the analysis of the language used in email, 24% of the learners received ‘good’ in all language use, and it was found that the learners were particularly lacking in the ability to use conjunctive expressions and discourse markers. Finally, as a result of the analysis of request strategies, it was found that learners used an average of 1.45 strategies in head act and 2.28 strategies in adjuncts to head act.

목적 본 연구의 목적은 G대학과 K대학의 재학생들이 쓴 자기소개서에 나타난 문제점의 양상을 분석하고, 이를 기반으로 하여 자기소개서 쓰기에 대한 개선 방안을 탐색하는 데 있다. 방법 이를 위하여 2021학년도 1학기, 경남 소재의 G대학 재학생 ‘114명’이 4월 16일부터 5월 28일까지 LMS에 제출한 자기소개서 쓰기 과제와 충남 소재의 K대학 재학생 ‘77명’이 5월 11일부터 5월 20일까지 LMS에 제출한 자기소개서 쓰기 과제를 분석하였다. 쓰기 과제의 분석은 ‘결과 평가의 분석적 평가 방법’에 의해 이루어졌다. 결과 G대학의 재학생들이 작성한 과제의 문제점은 첫째, 주로 자신의 경험과 행동적인 특성을 나타낼 수 있는 뒷받침의 근거가 매우부족하였다. 둘째, 논리적인 비약 등이 자주 발견되었다. 셋째, 자기소개서의 하위 항목을 서술하는 과정에서 구체성이 부족하였다. 그리고 K대학 재학생들이 작성한 과제의 문제점은 첫째, 자신의 단점을 지나치게 솔직하게 드러낸 경우가 많았다. 둘째, 예상 독자인인사 담당 채용자의 지식, 태도, 요구, 관심 등을 고려하지 않고 적는 경향이 많았다. 셋째, 의미 있는 자신의 경험을 구체적인 예시를통해 충분히 제시하지 못하였다. 결론 본고는 두 대학의 재학생들이 작성한 자기소개서 쓰기 양상에 나타난 문제점의 유형을 토대로 다섯 가지의 측면에서 개선 방안을 제시하였다.

Objectives The purpose of this paper is to analyze the aspects and examples of problems in self-introduction letters written by students at two universities, G University and K University, and to explore ways to improve self-introduction letters based on them. Methods For this purpose, in the first semester of the 2021 academic year, ‘114’ students from G University in Gyeongnam and ‘77’ students from K University in Chungnam were analyzed for self-introduction writing tasks. The analysis of the writing task was done by the ‘analytic evaluation method of outcome evaluation’. Results The problem with the tasks written by enrolled students at G University was, first of all, the basis for supporting their own experiences and behavioral characteristics was very insufficient. Second, logical leaps and others were frequently found. Third, there was a lack of concreteness in the process of describing the sub-items of the self-introduction letter. And the problem with the tasks written by K University students was, first, they often revealed their shortcomings too honestly. Second, there was a tendency to write down without considering the knowledge, attitude, demand, and interest of the recruiter in charge of personnel, who is an expected reader. Third, meaningful experiences of oneself were not sufficiently presented through specific examples. Conclusions This paper proposed improvement measures in five aspects based on the types of problems that appeared in the self-introduction writing pattern prepared by students from two universities

패턴시쓰기 활동은 전문계 고등학생들이 영어에 대한 흥미를 가지고 수업에 참여할 수 할 수 있게 하는 하나의 방안이 될 수 있다. 본 연구의 목적은 패턴시쓰기 활동을 통해서 어휘를 학습할 수 있는 지도방안을 마련하는 데에 있다. 이를 위해 Holmes & Moultons(2001)가 제안한 패턴시를 분석하여 교과서 수업에 적용할 수 있는 4가지 패턴을 선택하였다. 선택된 패턴을 영어숙달도가 낮은 전문계 고등학생들에게 적용하여 수업에 대한 흥미를 높여 참여도를 향상시키는 동시에 효과 적인 어휘학습이 이루어지는 지를 살펴보았다. 본 연구의 결과는 다음과 같다. 1) 패턴시쓰기 활동이 학생들의 단어의미관계 파악 능력과 품사이해력향상, 생산적 어휘 증가를 도울 수 있도록 조직이 되어 어휘력 향상에 효과가 있었다. 2) 패턴시 쓰기 활동을 하는 동안 학생들의 활발한 어휘학습전략 사용이 이루어졌다. 3) 짧지만 완성된 작품을 결과물로 갖게 됨으로써 학생들이 성취감을 느끼게 되면서 수업에의 참여도가 향상되었다 본 연구의 결과를 토대로 제언할 수 있는 바는 다음과 같다. 1) 어휘력 향상을 위해 학생들이 직접 어휘를 조작할 수 있는 활동을 투입해야한다. 2) 교사는 뚜렷한 학습목표를 가지고 적절한 활동을 선택할 수 있는 안목을 길러야 한다. 3) 새로운 활동이 수업에 성급하게 적용되면 전통적인 방법에 익숙해져 있는 학생들에게 역효과를 일으킬 수 있으므로 익숙한 활동들과 적절히 안배되어야 한다

Pattern poetry writing can be a way to motivate vocational highschool students to be more involved in vocabulary learning. This study developed a vocabulary teaching-learning model using pattern poetry writing. Out of the twenty-five patterns suggested by Holmes and Moulton (2001), four patterns were modified and applied. In order to examine the effectiveness of this model, the current experiment was conducted with samples from 112 vocational high school students in Busan. The main findings of this study were as follows. First, writing pattern poems was effective in improving the students’ ability to understand the semantic relations of the words, the parts of speech, and improving productive vocabulary. Second, vocabulary learning strategies were frequently explored in pattern poem writing classes. Last, the students' attitude during and after the simple pattern poems classes was positively changed. Confirming previous research conducted on elementary students and university students, this study proved that teaching through pattern poems is applicable to all proficiency levels of students.

To write a right sentence, you should have a practical knowledge of grammar, sentence structure, meaning, style and punctuation etc. With grammar, you should pay special regard to affixes and endings, terms of respect, grammatical voice and the tense, word order, negation, ellipsis. In relation to sentence structure, the structure of binding, parallelism, modification are to be considered. Lastly, with regard to meaning, negation, substitution, the punctuation of each sentence should be checked.

English and American Poetry Teaching Based on Pattern Poetry Writing Kyong Hahn Kim Korea National University of Education This paper develops a teaching-learning model for English and American poetry, based on pattern poetry writing, that highlights direction for the teaching of English poetry in an EFL environment. The model emphasizes the use of English poetry as a genre instead of learning English poetry canon, and thus targets the improvement of learner English competence rather than literary education. Research in this field has mainly focused on construction of a method or a strategy for effective reading and response; however, this paper approaches poetry teaching from practical pattern poetry writing. Though the main activity of this proposed model is poetry writing, it interacts all four skills of English learning, that is, listening (chanting), speaking (pronouncing and discussing), reading (reciting), and writing (writing of poetry). By learning the principles of versification or prosody of English poetry and practicing writing simple pattern poems based on them, learners ascertain rhythmic pattern proper to English poetry and effectual English vocabulary. In addition, learners not only understand and delight in English poetry as a genre, but also acquire basic literary competence. In short, pattern poetry writing makes learners feel closer to English learning. If a poem is useful for English learning and suitable to the level of learners, it does not matter whether it is a canon or not. Approaching English poetry in view of English learning relatively frees instructors from the consideration of teaching English poetry canon, and such orientation of English poetry teaching is a natural result from the viewpoint of language learner literature.

This study used three different types of patterned texts such as simple, dialogic, and cumulative repetitive patterns to investigate the effects on small group based cooperative writing. Twenty-two third graders participated in the study and data were collected from diverse sources for both qualitative and quantitative analysis. Two research questions were established: 1) What are the effects of using pattern books for writing instruction to early English learners? 2) How does small group based cooperative writing using pattern books impact primary English learners? The data analysis revealed the following results. First, the students’ overall writing ability was improved and their interests, confidence, and learning attitudes toward English learning were positively changed. Second, the participating children could activate English writing by writing cooperatively with their friends in small groups. During writing activities, the difference between individual and cooperative writing was observed as participants favored small group based cooperative writing over individual writing. Finally, children could build a better cooperative culture by contributing to their group work with their ideas and writing abilities. Based on the results, some suggestions are provided for future studies.

This paper is to investigate the effectiveness of spelling pattern instruction on writing skills and spelling pattern acquisition of young learners. For this purpose, forty five-year-old kindergarten students were selected. The experimental group was taught different orthographic spelling patterns through word sorts by sight and sound for eight weeks, whereas the control group was taught spelling through reading, writing and guessing spelling of words. The results of the analysis of data were as follows: Firstly, the experimental group showed significant improvement in the word writing test than the control group. Secondly, the experimental group’s acquisition of spelling patterns greatly improved than the control group. Finally, the experimental group demonstrated varied levels of spelling pattern acquisition with the various spelling patterns. The spelling pattern acquisition improvements, from the strongest to the weakest are: Long vowel spelling patterns of CVCe, diphthongs, other long vowel patterns, complex consonants and r-influenced vowels. The findings revealed that spelling pattern instruction was more effective than traditional methods of teaching spelling. This result verifies the effectiveness that spelling pattern instruction has on word writing and acquisition of spelling patterns. On the basis of the result, some suggestions are provided for better spelling instruction.

이 논문은 자기성찰을 위한 글쓰기 방법으로 문학치료적 방법을 제안하고 그것의 실제 사례를 통해 자기성찰의 양상을 확인하고자 하는데 목적이 있다. 자료는 서울 시내 모 대학에서 대학생을 대상으로 이루어진 교양수업의 결과물이다. 설화 <여우구슬>을 활용한 이유는 설화가 보편성을 담보하고 있다는 점과 청년기에 접어든 대학생의 중요한 발달과업인 성과 사랑의 문제를 다루고 있기 때문이다. 자기성찰을 위한 글쓰기의 문학치료적 방법은 다음과 같은 단계를 거쳐 이루어진다. 첫 번째 단계는 ‘작품서사와 자기서사의 만남’이다. 이 단계는 다시 ①읽기와 듣기, ②감각적 활동으로 나뉜다. 여기서는 읽기와 듣기로 작품서사를 접하고 감각적 활동을 통해 보다 적극적으로 작품서사를 경험하도록 한다. 두 번째 단계는 ‘자기서사의 노출과 의식화’이다. 이 단계는 다시 ①문학적 글쓰기, ②분석적 글쓰기로 나뉜다. 여기서는 문학작품의 ‘이어쓰기’를 통해 자기서사가 은연중에 노출되도록 하고 ‘분석적 글쓰기’에서 그것을 해석하여 의식화하도록 한다. 세 번째 단계는 ‘자기서사의 수정과 보완’이다. 이 단계에서는 분석적 글쓰기를 통해 드러난 자기서사의 특성과 문제점을 파악한 후 그 결과가 이어쓰기의 수정과 보완으로 이어지도록 한다. 여기서는 학습자간 피드백과 교사 피드백이 이루어지게 된다. 이러한 과정을 거쳐 이루어진 <여우구슬>을 통한 이어쓰기의 내용적 특성과 자기성찰 양상을 살펴보면 다음의 네 가지로 나누어볼 수 있었다. 첫 번째는 아이와 선생님의 관계를 중심으로 행복한 결말의 이어쓰기를 하는 경우로 이성문제를 부모와 같은 어른에게 의존함으로써 해결하려는 특성과 관련된다. 두 번째는 아이와 선생님의 관계를 중심으로 불행한 결말의 이어쓰기를 하는 경우로 이성에 대한 두려움이 커서 자신의 삶을 파괴할지도 모른다는 불안을 가지는 것과 관련된다. 세 번째는 아이와 처녀의 관계를 중심으로 행복한 결말의 이어쓰기를 하는 경우로 이성에 대한 신뢰감과 관계 형성에 대한 낙관적 사고를 보여준다. 네 번째는 아이와 처녀의 관계를 중심으로 불행한 결말의 이어쓰기를 하는 경우로 이성에 대한 호감은 있으나 부모와 같은 어른의 개입으로 관계 형성이 자꾸만 좌절된다고 여기는 것과 관련된다.

This paper is aimed to propose a literary therapeutic method as a writing technique for self reflection and examine the self-reflection pattern through an actual case. The actual case is the result of a literary arts class in ___University in Seoul. ‘The Bead of Fox’ has been chosen because it covers the universality of folk tale and college students’ sex and love. The literary therapy for self reflection is performed in order as follows. The first phase is ‘Meeting between Epic of Literary Work and Epic of Self.’ In this phase, ‘writing and listening to literary work’ and ‘sensual activities’ are performed. The second phase is ‘Exposure and Awareness of Epic of Self.’ In this phase, ‘subsequent writing’ and ‘analytical writing’ are done. The third phase is ‘Correction and Adjustment of Epic of Self.’ In this phase, ‘analytical writing through feedback’ and ‘correction and adjustment of subsequent writing’ are conducted. The content characteristics of subsequent writing and self- reflection pattern through ‘the Bead of Fox’ can be divided into four categories as follows: First, happy ending is written for children- teacher relationship. It is related with a tendency to take care of the maters associated with the opposite sex through an adult such as parents. Second, sad ending is written for children-teach relationship. This case is related with a big concern about a future life because of a fear on the opposite sex. Third, happy ending is written for children-virgin relationship. This case reveals a positive thinking on trust and relationship with the opposite sex. Fourth, sad ending is written for children-virgin relationship. This case is related with the destruction of relationship by frequent intervention by adults such as parents even though there is a positive feeling for the opposite sex.