초록 열기/닫기 버튼
This paper aims to examine that application of a workshop is effective in the writing education for the intermediate Korean learners. First, it discusses what kinds of characteristics the workshop should effectively utilized to enhance the learners' writing capability in Korean as a foreign or second language. It also investigates what the learners really experience within the lessons initiated by the concepts of workshop, focusing on the changes in their writings in each step. The model of workshop proposed in this study can be defined as a “writing-revision program” designed to help the learners revise their writings based on the idea of ‘mediation’ of a teacher and peers within a particular educational situation. The effects of this program can be broadly divided by three aspects: cognitive, affective and social. First, the cognitive effect means that learners can acquire a certain level of knowledge in the domain of writing through this program. Second, the affective effect represents that learners might experience the change of attitude toward the writing activities through the ‘mediation’ of a teacher or peers in this program. Last, the social effect indicates that this program might lead the students to understand and accept various viewpoints of members in a society through the interactions with a teacher and peers. Those characteristics of this program above might facilitate the Korean learners to focus more on the readers beyond the writer-centeredness and to finally produce appropriate texts suitable to the Korean writing conventions. (Korea University)
키워드열기/닫기 버튼
writing, strategies, revision, writing workshops, intermediate- level Korean language student, instructional strategy, mediation
