Earticle

본고는 대학생들의 글쓰기 능력 제고를 위한 연구의 일환으로, 확대 정의 글쓰기의 구체적인 전략을 소개하는 데 목적을 두었다. 이를 위해 2장에서 정의 글쓰기의 개념을 정리하고 정의 글쓰기의 필요성에 대해서 알아보 았다. 정의 글쓰기가 필요한 이유는 다음과 같다. 첫째, 확대 정의 글쓰기가 대학생들의 글쓰기 능력을 향상시 키는 데 유효한 패턴이라는 점이다. 확대 정의 글쓰기는 신조어나 친숙하지 못한 개념어 등에 대한 등장 배경, 어원, 기원, 여러 속성들을 추가하여 구체적으로 설명할 수 있고, 논쟁 중인 문제들에 대해서 필자의 새로운 관점과 주장을 피력할 수 있으며, 어떤 대상, 현상, 주제 등에 대한 폭넓고 체계적인 지식과 정보를 전달할 수 있다. 이로 볼 때, 확대 정의 글쓰기는 종합적 사고를 바탕으로 다양한 전개 패턴들이 결합된 완전한 형태의 글로서, 대학생들이 이것을 익히게 되면 글쓰기 능력을 향상할 수 있는 것이다. 둘째, 그럼에도 우리나라 기존 글쓰기 교재나 논문에서는 확대 정의 글쓰기에 대한 구체적이고 실질적인 전략에 대해서 다루지 않고 있다. 따라서 확대 정의 글쓰기에 대한 구체적인 전략 제시가 필요하다. 3장에서는 확대 정의 글쓰기에 관한 다섯 가지 구체적인 전략을 소개하고 그 적용에 대해서 알아보았다. 본고 가 제시한 다섯 가지 전략은 The Longman Reader의 문제의식을 공유하고 이를 토대로 작성되었지만, 그럼에 도 이 책이 지닌 글쓰기 과정에 대한 일반론적인 접근과 우리나라 글쓰기 환경과의 거리감을 생각하지 않을 수 없었다. 이에 본고는 글쓰기 현장에서의 필자의 교육 경험을 토대로 우리나라 대학생들의 글쓰기 환경에 적합한 전략들을 선별적으로 소개하고 그 적용을 밝혔다. 다섯 가지 전략은 다음과 같다. 1)【전략 1】 확대 정의 글쓰기 영역을 인지하고, 글의 성격을(정보전달형/설득형)을 결정하라. 2)【전략 2】자료를 수집, 분석한 뒤 각 단락에 들어갈 내용과 전개 패턴까지 배치한 구상 개요를 짜라. 3)【전략 3】 도입은 개념어, 핵심어의 공식적 정의로 출발하되, 어원, 기원 등을 들어서 의미를 확장하라. 4)【전략 4】정보전달형은 지식과 정보를 추가하여 구체적으로 다루고 설득형은 문제의식을 중심으로 필자 의 새로운 관점과 주장을 부각시키되, 다양한 전개 패턴을 구사하라. 5)【전략 5】 퇴고하기 전략에 따라 글을 수정하라. 이상에서 본고가 제시한 다섯 가지 전략을 글쓰기 교육 현장에 적용했을 때 기대 효과는 다음과 같다. 첫째, 우리 나라 글쓰기 현장에 적절한 확대 정의 글쓰기 방법론을 제시함으로써, 실제 글쓰기 수업에서 확대 정의 글쓰기를 실습할 수 있게 된다. 둘째, 이를 통해 대학생들이 종합적 사고를 바탕으로 다양한 전개 패턴들이 결 합된 완전한 형태의 글쓰기인 확대 정의 글쓰기를 익힘으로써 글쓰기 실력을 기를 수 있다. 이상, 본고의 논의가 대학생들의 글쓰기 능력을 향상시키는데 일조하기를 기대해 본다.

Aimed to study the definition (定義) Writing Strategies for improving the writing skills of the students paper. Chapter 2 revealed the necessity of defining the concept and writing as a basis for this step. Here is a detailed description was from the point of view of the author as receiving the results of the previous studies. Chapter 3 presents a detailed strategy did writing the definition based on this bar can be called concrete methodology for writing expanding definition. When the five strategies are as follows: 1) strategies 1: Whether the expanded definition and writing area, determine the nature of the article. 2) strategies 2: Data collection, analysis determined until after the VHS to outline the content and deployment patterns fit in each paragraph. 3) strategies 3: Begin the lift by extending the meaning gaenyeomeo, but start with the definition of the key word officially, etymology, origin, etc. 4)strategies 4: Information transfer that article to accommodate the existing knowledge and information in writing specifically and Attend to convince article highlights the new perspectives and arguments around the issue of the author. 5)strategies 5: Modify the text to follow the strategy fixed. Over, the discussion of this paper looks forward to helping the students speak of the enlarged definition.

Automated error detection and feedback systems are becoming an important component of online writing practice services for ESL/EFL (English as a second/foreign language) learners. The main purposes of the study are to: (a) collect samples of essays written by ESL learners with different native language (or L1) backgrounds that are error-coded by an early version of an automated error-detection system (CritiqueTM) and trained human coders; and (b) identify some unique patterns of writing errors for different first language (L1) groups. Data analyzed in this study included 18, 439 TOEFL◯R CBT essays error-coded by CritiqueTM and a much smaller, combined sample of 480 TOEFL◯R CBT/TOEFL iBT◯R essays error-coded by trained human coders. A comparison of error rates across five different language groups showed some unique patterns: (a) the Arabic and Spanish groups were the highest on both spelling and punctuation errors; (b) the Korean and Japanese groups had the highest article error frequency; and (c) the Chinese group had the highest number of errors related to verb conjugations or adjective and noun inflections. The implications of these findings are discussed in terms of understanding the nature of L1-related writing errors and enhancing the automated error detection and feedback systems.

This paper presents the uses of MAKE patterns in writing of Chinese English learners of different proficiency levels. MAKE patterns, such as “make decisions”, “make them have” or “make me happy”, are frequently used in EFL learners’ writing. Previous studies have examined MAKE patterns used by EFL learners, but it is still unclear what the differences are on the uses of MAKE patterns among learners at different proficiency levels. Thus, the present study investigated the different uses of MAKE patterns from a frequency perspective. The study compared MAKE patterns in writings of Chinese English learners at intermediate and upper intermediate levels. Corpus data were extracted from the Language teaching and Testing Center (LTTC) English Learner Corpus. Findings indicate that learners at the intermediate level use MAKE-VP/ADJ more frequently, while those at the upper intermediate level, use the causative function frequently and the support verb function of MAKE. The choice of verbs in the MAKE-VP structure reflects the learners’ lexical and grammatical control while writing. This study promotes the understanding of MAKE patterns used by different English proficiency level learners, which shed light on the developmental process of general-purpose verbs and other lexicons.

This study investigates how EFL learner error patterns and frequencies differ in writing depending on students' language proficiency levels. A total of 152 Korean EFL students' essays were examined. The writing samples were first scored holistically on an impressionistic basis; then, based on the scores, the samples were grouped into low- and high-proficiency groups. The study identified 13 errors based on prevalence and significance. The study calculated the frequency of each error type committed by each group and compared the results using t-tests. A survey of English teachers was also conducted (N=32) to rate the gravity of each error and to compare the error gravity produced by each group. The result showed that low-proficiency group produced errors much more frequently, and the errors were more serious ones with high error gravity. The errors committed by the high-proficiency group were usually complex ones and occurred in more complicated contexts. The study also found that the errors with less gravity occurred more frequently in both groups and that they tended to be more persistent. The study indicated that although the students were aware of significance of errors, correcting the errors was beyond their current English capability.

This classroom-based study investigated how task manipulation would affect second language learners’ interactional patterns in video-conferenced collaborative writing task. In Zoom-mediated courses in a university in Hong Kong, 22 students collaboratively wrote suggestions for improvements to their peers’ lesson plans using Office 365. To examine the impact of different task features on learners’ interactional patterns, the suggestion-giving task was manipulated in terms of discoursestructural demands (i.e., listing bullet-pointed sentences vs composing a coherent letter) and interactional demands (i.e., working in a pair vs working in a group of three or four). Data came from audio-recordings of the students’ peer collaborations and responses to a post-task survey. The results revealed that students rated writing a coherent letter considerably more demanding than writing bulletpointed sentences, resulting in fewer discussions on how to improve a given lesson plan. In addition, the students’ discussions were predominantly meaning-based with very little focus on the target language use. The findings of this study cast light on the importance of careful task design when implementing video-conferenced collaborative writing tasks.

『荊庵文略』은 한학역관 崔昭(1786-?)의 문집으로, 그동안 알려지지 않았던 역관 문학의 새로운 면모를 보여준다는 점에서 매우 중요한 의미를 지닌다. 지금까지 발견된 역관들의 문 집이 대부분 시선집이거나 서신 자료집이었던 것에 반해 『형암문략』은 상당한 양의 산문을 수록하고 있으며 예전의 역관 문학에서는 발견할 수 없었던 면모를 보여주기 때문이다. 『형암문략』은 편찬 경위와 수록된 작품의 문체적 특징, 최소의 경력과 수록 작품의 향유 양상 등을 볼 때 수록된 작품 중 상당수가 사역원의 시험과 밀접한 관련이 있으며, 그중 적지 않은 글이 역관의 시험을 위한 글쓰기의 교본으로 유통되었을 것으로 가능성이 있다. 『형암문략』에서 가장 큰 분량을 차지하는 것은 사론 산문과 擬作인데 이는 모두 과거시험 과 매우 밀접한 관련이 있는 문체이다. 최소의 사론 산문은 유교적 가치관의 옹호, 병렬식 단락 구성, 전진적 논의 전개 등을 특징으로 한다. 이와 반면 의작들은 역사 사건이나 인물을 소재로 한다는 점에서는 사론 산문과 같지만 직접화법의 사용과 강한 감성적 색채, 역사 인물 의 내밀한 감정을 잘 파고들었다는 점에서는 다른 특징을 보인다. 하지만 역사 사실에 근거한 치밀한 전개에서는 또 사론 산문과 비슷한 경향을 보인다.

“The works of Hyeong-am” is a collection of writings by a Chinese interpreter Choi So(崔昭, 1786-?), and although there are not many works included, it is very important because it shows the characteristics of the literature of the interpreter. Unlike most of the works of translators found so far, “The works of Hyeong-am” shows a side that has not been found in translator literature in the past as it contains a large amount of prose. Considering the compilation process, stylistic characteristics, the author won first place in the interpretation qualification test, and people memorized his works, there are many articles related to the interpreter's test, and these articles may have been used as reference books for writing. The largest portion of “The works of Hyeong-am” is an argument and an imitation work, all of which are very closely related to the past exam. The Choi So's an argumente is characterized by the advocacy of Confucian values, the composition of parallel paragraphs, and the development of forward discussions. On the other hand, an imitation work are similar to prose in that they are based on historical events and characters, but they show different characteristics in that they have penetrated the use of direct painting, strong emotional colors, and the inner emotions of historical characters. However, in the meticulous development based on historical facts, it also tends to be similar toan argument.

이 연구는 한국어능력시험(Test Of Proficiency In Korean : TOPIK)의 쓰기영역의 53번 작문을 분석한 것을 바탕으로 한국어 학습자의 토픽 글쓰기의 오류 양상을 밝히고자 하였다. 조사 대상은 어학원의 학습자를 대상으로 하였고, 3급은 토픽 53번 시험의 유형을 배우지 않았고, 4급은 교재를 통해 한 번 배웠고, 5급은 4급을 수료하였으며, 토픽에 응시한 경험도 있다. 연구 결과 토픽 53번 글을 쓰기 전에 평가 기준에 대한 교육이 이루어져야 하고, 평가 기준 내용 및 과제 수행, 글의 전개구조와 담화표지, 문어적 표현 그리고 한국어의 형태와 의미론적인 교수-학습이 충분한 연습과 더불어 반복적으로 이루어져야 한다. 또한, 시간 관리를 전략적으로 계획해야 하고, 토픽 53번과 비슷한 유형의 글쓰기를 반복적으로 연습하고, 써보고, 피드백을 받고, 다시 써보는 과정이 토픽 쓰기 능력을 높이는데 필수적인 방법이다. 학습자들의 글에서 조사의 오류가 3급, 4급, 5급에 걸쳐 폭넓게 나타나므로 조사에 대한 교육이 초급, 중급, 고급에서 그 수준에 맞게 재편성되어야 하고 단계별로 문맥 속에서 익힐 수 있도록 교재의 수정도 불가피하다. 4급 학습자의 작문1과 작문2를 비교한 결과 오류가 반복적으로 나타나므로 똑같은 오류를 범하지 않도록 면대면 피드백이 이루어져야 하고 고쳐 쓴 것을 다시 확인해야 한다. 본 연구는 보다 많은 작문으로 더 신뢰성 높은 결과를 만들지 못한 한계가 있지만, 토픽 작문의 오류 양상을 분석하고 토픽 시험 대비 교수-학습에 방향을 제시한 것에 의의가 있다.

This study intended to analyze cases of Composition No. 53 in the Test Of Proficiency In Korean (TOPIK) and identify error patterns among Korean learners. The subjects included language school students. Grade 3 students were first exposed to Composition No. 53 officially; those in Grade 4 were taught it once; and those in Grade 5 were taught it twice or more. Findings reveal that education regarding the evaluation criteria of students before they begin writing for TOPIK No. 53 is required. The students should receive sufficient practice and repetition regarding the evaluation criteria content and performance of tasks, the developmental structure of a text and discourse markers, expressions in written language, and morphologic and semantic teaching and learning of Korean. In addition, they need to develop a strategic time management plan. To improve TOPIK writing abilities it is essential to repeatedly practice writing similar forms of TOPIK No. 53, receive feedback, and attempt writing again. Given the broad postposition distribution among Grades 3, 4, and 5, it calls for reorganizing postposition education according to beginner, intermediate, and advanced levels. This inevitably implies revision of teaching materials to ensure students learn postpositions in stage-appropriate contexts. Grade 4 learners’ Composition 1 was compared with their Composition 2; results indicate that they should receive personal feedback to prevent repeating errors and have their compositions rechecked after rewriting. This study was limited in that it failed to generate reliable results with additional composition cases, but is significant as it analyzes the error patterns in TOPIK compositions and proposes teaching and learning directions to prepare for TOPIK more effectively.

본 논문은 메를로-퐁티(Merleau-Ponty)의 신체현상학 이론을 토대로 초서(草書) 창작의 분석을 통해 전통 서예이론에서 이른바 "뜻이 붓보다 먼저 있다[意在筆 先]."는 이성적 관점을 재성찰한 글이었다. 즉, 메를로-퐁티의 신체현상학을 도입하여 신체도식을 사전반성적 지각의 주체로 설정함으로써, 동작이 사고와 결정에 의존하지 않고 동작도식이 공간적 쓰기 안에서 외화될 수 있음을 제시하였다. 이로써 신체는 더 이상 심지(心智)의 객체로 환원되지 않고 이를 넘어섰다. 구체적으로, 역대 중국 서론 의 지배적인 관점인 "뜻이 붓보다 먼저 있다."는 강조는 대뇌의 이성적 통제가 쓰기 동 작을 지배한다고 보았다. 그러나 폭발적인 발현성과 속도를 중시하는 초서 창작에서, 대뇌의 사전 예설(豫設)에 전적으로 의존하는 과도한 이성화는 오히려 신체와 붓·먹 사이의 지각적 연결을 단절시키는 결과를 초래했다. 이를 실증하기 위해 본 논문은 『제질문고(祭姪文稿)』사례 분석을 시도하였다. 기필(起筆) 단계의 엄정한 자형(字 形) 구성에서 출발하여,"부친은 사로잡히고, 아들은 죽었다[父陷子死]."와 같은 참혹한 대목에 이르러 비통한 정서가 신체의 본능을 통해 쓰기를 접수하면서 자형 공간이 극 단적으로 압축되고 필법이 변이되는 양상을 드러냈다. 이는 초서 창작이 의식적 통제 에서 신체 본능의 구동으로 도약하는 '체화된 지각(embodied perception)'의 행위 구조임을 보여주었으며, 이러한 시각은 동시대 서예 창작과 이론 연구에 새로운 차원 을 제공하였다.

Taking Maurice Merleau-Ponty’s phenomenology of the body as its point of departure, this article re-examines the rationalist stance of “intent precedes the brush” embedded in traditional calligraphy theory through the creative practice of cursive script (caoshu). By introducing Merleau-Ponty’s embodied phenomenology, it proposes “intent precedes the brush,” treating the body schema as the pre-reflective subject of perception: movement need not depend on thought or decision-making, but can allow the motor schema to be externalized through spatial inscription, thereby enabling the body to surpass its reduction to an object of the mind. Classical Chinese calligraphy has long emphasized “intent precedes the brush,” assuming that the brain rationally governs writing movements; yet cursive creation is an explosive, speed-intensive mode of writing, and an exclusive reliance on advance mental pre-programming and command results in an over-rationalization that severs perceptual continuity between the body and brush-and-ink. The paper’s case analysis of the Draft of a Requiem for My Nephew traces a progression from the rigorous structure of the characters at the initial strokes to the moment of writing such heartbreaking words as “the father was captured, and the son died / was killed,” when grief enables bodily instinct to take over the act of writing, producing an extreme compression of spatial character-forms and mutations of brushwork. This, more profoundly, reveals the behavioral structure of embodied perception in cursive creation —where writing moves beyond conscious control and crosses over into bodily, instinct-driven propulsion—thereby opening a new dimension for contemporary calligraphic practice and theoretical inquiry.

1882년에 조선은 미국과 조미수호통상조약(朝美修好通商條約)을 맺으면서 영어 통역 의 필요성을 느끼고 근대 학교를 설립하여 본격적으로 영어 교육을 시작하였다. 1923년 에는 우리나라 최초의 영어 간찰서식집 『실용영선척독(實用英鮮尺牘)』이 등장하였다. 이 책의 저자 채성석(蔡聖錫)은 당시 영어 공부를 하는 책이 많아도 영어로 편지를 써야 하는 데 필요한 서적이 없음을 알고, 저술하였다고 밝혔다. 『실용영선척독(實用英鮮尺牘)』 이 영어로 편지 쓰는 방법을 간략하지만 포괄적으로 다루어 당시의 필요에 부응하였다는 것 을 알 수 있다. 『실용영선척독』이 출간되기 전에는 중국에서 출간한 영어간찰서식집이 조선에 유통되 어 사용되었으며, 1920년대에는 일본에서 인기 있던 상업 영어간찰서식집이 조선에서 활발하게 유통되었다. 주로 외국에서 수입한 책으로 영어 편지쓰기를 해야 하는 상황이었 던 것이다. 『실용영선척독』 이후 1940년대가 되면 본격적인 영어 간찰서식집이 등장한다. 이때는 영어교육 열풍이 일어났던 시기로 영어간찰서식집이 편지쓰기 방법을 알려주는 것에 그치지 않고 영어공부의 일환으로 활용되었다. 1950년대와 1960년대의 영어간찰서식집을 살펴보면 우리나라 저자가 직접 저술하거 나 외국인이 저술한 것을 번역, 또는 외국인과 공저(共著)하는 것 등이 있는데, 모두 우리 나라의 실정에 맞도록 편집되었다. 영어간찰서식집이 서양 문화를 바탕으로 구성되었지 만, 전통 간찰서식집의 형식과 특징이 공통적으로 나타나기도 하였다. 또한 영어 간찰서식 집은 전통 간찰서식집과 달리 간결한 문장 쓰기를 추구하고 과다한 형식보다는 실용적 목적에 중점을 두는 특징이 나타났다.

In 1882, the Joseon Dynasty felt the need for English interpretation when it signed a treaty of peace, commerce and navigation between Korea and the US (朝美修好通商條約). Thus, a modern school was established and English education began in earnest. In 1923, Korea's first English Letter Writing Form, 『How to Compose English Letter (實用英鮮尺牘)』, appeared. This book briefly but comprehensively dealt with how to write letters in English, and hence met the needs of the times. Prior to the publication of 『How to Compose English Letter』, English Letter Writing Forms (henceforth “ELWFs”) published in China were distributed and used in Joseon, and commercial ELWFs, popular in Japan, were distributed in Joseon in the 1920s. ELWFs are needed, but intellectuals at that time had to write English letters mainly with books imported from foreign countries. After 『How to Compose English Letter』, in the 1940s, ELWFs appeared in earnest. This was the time when the English education fever took place, and ELWFs were used as part of studying English, not just teaching how to write letters. Looking at ELWFs in the 1950s and 1960s, there are works written by Korean authors, translated works into Korean, or works co-authored with foreigners, etc., and all of them were edited according to the situation in Korea. Although ELWFs were constructed based on Western culture, the form and characteristics of traditional Letter Writing Forms (LWFs) were also common. In addition, unlike traditional LWFs, ELWFs pursued concise sentence writing and focused on practical purposes rather than excessive forms.

우리나라 간찰서식집은 조선시대에 한글로 된 언간독류와 한문으로 기록된 것 에서 출발하였다. 근대가 되면서 시대의 변화에 따라 한문에 토를 달거나 조사를 한글로 쓰는 초기적인 국한문혼용에서 시작하여 시대가 흐르면서 한글중심의 국 한문 간찰서식집이 나타났다. 근대에 이르러서는 동일한 간찰서식집이 여러차례 반복 출판되었는데, 시대의 변화에 따라 표기 방식과 내용도 함께 변화하는 등 당시의 시대상을 반영하였다. 한글로 표기된 간찰서식집은 조선시대부터 근대에 이르기까지 발행되었는데, 한글로 표기되어 주 대상이 여성이라고 볼 수 있지만, 발신자나 수신자가 여성에 한정되는 것이 아니라 남성에까지 확대되는 것을 보면 전계층을 대상으로 한 것을 알 수 있다. 한문과 국한문으로 출판된 간찰서식집은 근대에 이르러 동일하거나 앞에 수식 이 붙으면서 여러 차례 출판된 것이 많은 편이다. 그중에서 동일하거나 유사한 서 명으로 저편자나 출판사가 바뀌면서 여러 차례 반복하여 출판된 것이 특징이다. 근대 간찰서식집 중에는 특수 목적으로 발간된 경우가 있는데, 외국어로 편지 쓰는 법을 알려주는 서식집이나, 교통 및 무역과 관련한 서식집이다. 그리고 일반 대중이 아닌 청년만을 특별하게 대상으로 하여 간찰서식집이 따로 출간되는 등 특 정 대상을 목적으로 발간된 간찰서식집도 등장하였다.

In Korea, Letter Writing Forms (LWFs) originated from the forms in both Korean language and Classical Chinese in the Chosun Dynasty. After the modern era, the initial form mixing Korean and Classical Chinese added notes in Classical Chinese or wrote postpositions in Korean. As time goes on, Korean and Classical Chinese LWFs, which were Korean-oriented, has appeared. In the modern era, identical LWFs have been published repeatedly several times. According to the change of time, the styles and contents of writing have been changed. LWFs written in Korean have been issued from the Chosun Dynasty to the modern era. Because they were written in Korean, main objects were women. But as receivers or senders include not only women but also men, these forms targeted the entire strata. LWFs were published in Classical Chinese and also in both Korean and Classical Chinese, and hence they were commonly published in identical forms or were published in the form of simply adding modifiers. Among them, publications repeated in several times were main characteristics as authors, editors, or publishers were changed with identical or similar titles. Among modern LWFs, LWFs with special purposes appeared. For example, LWFs which instruct how to write letters in foreign languages, LWFs relevant to transformation and trades, and LWFs targeted to young people were published individually. As the titles of LWFs included modifiers in front of them, LWFs were published in revised editions. LWFs played a role of indicators that properly present the change of mode in modern life.

이 연구는 몽골 한국어 학습자들의 쓰기 과제에 나타난 오류 양상과 오류 원인을 분석해 보고 이를 기반으 로 몽골 한국어 학습자들에게 좀 더 효율적으로 한국어를 교육할 수 있는 방안에 대해 논의하였다. 몽골 한국 어 학습자들은 음소 표기 오류에서 한국어 파열음 계열의 격음 오류의 빈도가 높았는데, 이는 몽골어에 격음과 경음이 없기 때문이었다. 조사 오류는 몽골어에도 격어미가 있기 때문에 다른 언어권에 비해 조사 오류 빈도가 낮았으나 한국어 조사와 몽골어의 격어미가 1:1의 대응 관계가 아니기 때문에 그 쓰임을 정확히 교육해야 한 다. 어미 오류는 몽골어에도 어미들이 있기 때문에 오류 빈도는 낮았으나. 시제를 표현하는 방법에서 오류가 높았다. 시제 표현 방법에서의 미세한 차이에 대한 교육이 필요하다. 어휘는 한국어에 있는 어휘들이 몽골어에 없거나 있다고 해도 다른 의미를 갖는 경우가 있기 때문에 어휘 의미에 대한 정확한 의미를 교육해야 한다. 이 연구는 연구 대상이 되는 몽골 한국어 학습자의 수가 많지 않았으나 다양한 오류 양상과 그 오류 원인을 분석 하여 몽골 한국어 학습자의 한국어 교육 방향성에 대해 제시하였다는 점에서 의의가 있다고 하겠다.

This study analyzed the error patterns and causes of errors in the writing task of Mongolian Korean learners, and discussed ways to educate Mongolian Korean learners more efficiently based on this. Mongolian Korean learners had a high frequency of insulated errors in the Korean ruptured sound series in phoneme notation errors, because there was no aspiration and fortis errors in Mongolian. The frequency of postposition errors was lower than that of other languages because Mongolian has a case ending, but the use should be accurately educated because Korean surveys and Mongolian are not 1:1 correspondence. Although the frequency of errors was low because there were mothers in Mongolian. The error frequency was low because there were ending in Mongolian, but the error was high in the way of expressing tenses. lexicon has different meanings even if the lexicon in Korean is not in Mongolian, so it is necessary to educate the exact meaning of lexical Meaning. This study is meaningful in that it analyzed various errors and causes of errors, and presented the direction of Korean language education for Mongolian Korean learners, although there were not many Mongolian Korean learners.

The purpose of this study is to investigate error patterns in EFL college students’ English writing as well as their change over time, based on the teacher’s feedback. In order to accomplish this purpose, two research questions were constructed; first, what are the characteristics of Korean EFL students’ writing based on the maturity of English sentence by the T-unit analysis? Second, what types of error patterns are produced in Korean EFL students’ writing? Also, how do the error patterns change based on the teacher’s feedback over time? The participants were four Korean EFL college students, and they were asked to pre-write, draft, revise and edit until they completed their final draft. The results of pre- and post-writing test were also analyzed. The major findings are as follows: 1) The mean number of T-unit among participants was 42.25 units, and the mean number of words per T-unit was 10.95 words. 2) The most frequently committed errors were found out as lexical and morphological errors. Moreover, the rate of lexical and sentence structure errors has been dropped, whereas the rate of punctuation errors has increased as the teacher’s feedback progressed over time. Pedagogical and practical suggestions are also made on the effective teaching of English writing in Korean classroom settings.

This study explores the writing of EFL learners with a focus on rhetoric. For this purpose, two groups (experimental group (EG) and controlled group(CG)) of 72 EFL learners (M=34, F=38) are selected and required to write English argumentative compositions on the same topic in two distinct sessions. These tasks are then calculated as suggested in the ESL Compositions Rubrics (Jacobs et. al. 1981) by two professional scorers. The numbers of words per sentence (sentence length), spelling errors, use of rhetorical devices, and number of T-units are counted manually. These results showed that: a) there was a positive correlation (r=0.749 p<0.005) between rhetorical instruction and writing styles, b) texts written by the EG are significantly longer than those by the CG, c) EG texts show more idiosyncratic features in T-units, and d) the number of rhetorical devices used in the EG were higher than those by CG. These results showed that scores, rhetorical patterns, and syntactic complexity of L2 writing were significantly enhanced. Implications for the EFL writing class are also illustrated.

This study aims at investigating the characteristics of the rhetorical patterns in opinion writing produced by the students across different family language groups in the multicultural Korean language program at a university in the US. The participants were 40 students from a variety of language environment such as Korean, English, Chinese, Japanese, Vietnamese and others. The data comprised questionnaire and English writing products from the students, and their texts were analyzed based on meaning-making and Toulmin’s six elements, claim, data, warrant, backing, qualifier, and rebuttal. The findings revealed that the English group established the highest number of the elements, whereas the Korean group adopted them the least amount. The Chinese and other groups shared the elements with similar numbers. It is concluded that students from heritage languages adopted similar approaches in establishing meaning-making for English writing, and a central part of the learning process for students should be concerned with ‘way of knowing’ in the given context.

This study examines writing errors of a selected group of Korean EFL (English as a Foreign Language)learners with a view to determining the impact of interlanguage as a major source of the errors. Eight categories of errors were identified from a selected corpus of 93 sentences. The findings reveal that omissions and violations are the most prevalent errors. It is also evident that interlanguage is a major source of the errors. The implications on pedagogy are discussed and a learning strategy self actualization input is proposed.

This study explores the Theme types and the thematic progression in the formal email writings of Korean EFL college learners, based on the Theme-Rheme analytical framework of Systemic Functional Grammar (SFG). Data was collected from 99 college students, enrolled in an English Writing Composition course during the second semester of 2017 via a cyber university in Korea. Their main writing activity involved email writings in the form of requesting primarily based on the Genre Approach. Text analysis was conducted with the comparison of the high- scoring group (15), the medium-scoring group (15) and the low-scoring group (15), based on assessment of the course assignment. Employing the coding step of identifying the Theme and Rheme of each T-unit, the text analysis sought to figure out which Theme types were used for each T-unit and which thematic progression patterns were used for overall text flow and cohesion. The key finding was that there were certain discourse-specific thematic patterns of formal email writing. Among the range of thematic features, this study will highlight marked Themes, interpersonal Themes and thematic choices of nominalization for the purpose of formal email writing texts.