제２언어를 사용하는 학부생의 변화하는 장르인식

• 영문명: L2 Undergraduates Evolving Genre Awareness during College Years
• 발행기관: 학습자중심교과교육학회
• 저자명: 박혜정(Hyechong Park)
• 간행물 정보: 『학습자중심교과교육연구』제19권 12호, 973~994쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2019.06.30

국문 초록

ESP 장르　기반　글쓰기　교수법과　Carter(2007)의　학술적　글쓰기　메타장르　모델에　 근거하여,　본　연구는　두　명의　미국　대학　유학생의　학부　재학　기간　동안에 바뀐　 장르인식의　구체적　속성과　이　장르인식에　영향을　미친　요인에　대하여　조사한다．　 이　목적을　달성하기　위하여　면담과　인터뷰를　이용한　장기적인　질적　사례　연구　 방법론을　채택하였다．연구 참여자들의 장르인식은（a) 장르의　의사소통적　목적　（b) 메타장르: 지식의　속성과　방법론， （c) 장르의　거시적　구조：　단계　분석，（d)　장르 의　미시적　구조　수준：　문장쓰기에서　일어났다．이　네　가지　단계의　장르인식을　 분석틀로　장르인식이　우수한　사례　학생과　부족한　사례　학생의　변화하는　장르인식 을　비교　 및　대조한다．　또한　연구　참여자들의　장르인식에　영향을　미친　요인으로　 （a) 각　과목　강의자와의　피드백　기회　추구와（b) 글쓰기　과제에　대한　성찰　기회를　 보고한다．본　연구의　결과는　다양한　글쓰기　과제간의　연계성을　학생들이　깨달을　 수　있도록　대학　작문　교육에　본　연구의　발견점인　네　단계　장르인식　교육의 필요 성을　시사한다. 아울러　의사소통적　목적이　독자와　글의　맥락에　내재하므로， 장르인 식을　연결하는　도구로　수사학적　지식을　다양한 맥락에　변용하는　교육도　필요함을　 시사한다．

영문 초록

Grounded on the ESP genre approach and Carter s (2007) meta-genre model, this study explores the specific nature of evolving genre awareness that two international students in the U.S. developed during their undergraduate years and the factors that contributed to the increase of their genre awareness. Using a longitudinal case study method, findings report that these L2 writers underwent a lengthy and complex process of building genre awareness and their genre awareness took place on four different levels: identification of (a) a communicative purpose of genre, (b) meta-genre: epistemology and research methodology, (c) the macro structural level of genre: move analysis, and (d) the micro structural level of genre: writing sentences. Employing this four-level genre awareness as an analytical framework, this study compares and contrasts the evolving genre awareness of a student-expert and a student-novice. The primary factors contributing to the development of their genre awareness were (a) student interaction with social recourses while revising drafts and (b) recursively reflecting on their writing knowledge. This study shows college composition curricula should assist students to build the relationship between various writing tasks and the proposed four-level genre awareness scheme. As the identification of a communicative purpose in relation to readers and academic contexts (i.e., meta-genre, macro structural level of genre, micro structural level of genre) can be a crucial construct in genre awareness, students likewise need training in how to apply their rhetorical knowledge to a variety of fluctuating and overlapping contexts and situations.

목차

Ⅰ. Introduction

II. Method

Ⅲ. Results

Ⅳ. Conclusion and Implications

키워드

학술적 글쓰기 장르인식 L2 학부생 메타장르 수사학적 지식 academic writing genre awareness L2 undergraduates meta-genre rhetorical knowledge