이 연구는 초등학생 필자가 글을 쓸 때 독자를 어느 정도로, 어떤 방식으로 고려하는지를 분석하는 데 목적이 있다. 연구 목적을 달성하기 위하여 1) 초등학생 필자는 독자를 어느 정도로 고려하는가? 2) 초등학생 필자가 독자를 고려하는 주된 방식은 무엇인가? 3) 학년에 따라 초등학생 필자가 독자를 고려하는 정도와 방식이 달라지는가? 4) 예상 독자에 따라 초등학생 필자의 독자 고려 정도와 방식이 달라지는가? 5) 학년에 따라 초등학생 필자가 예상 독자를 고려하는 정도와 방식이 달라지는가? 등의 연구 문제를 설정하고, 서울과 경기 지역의 3개 초등학교의 2, 4, 6학년 294명을 대상으로 고쳐 쓰기 과제를 투입하고, 학생들의 글을 수사적 이동을 기준으로 분석하였다. 분석 결과 초등학생 필자들은 전반적으로 독자를 고려하는 정도가 미약하고, 주로 끌어들이기 방식을 중심으로 독자를 고려하고 있음을 알게 되었다. 학생들의 글은 특히 정보 조절하기와 반응에 대처하기 이동에서 낮은 빈도를 보이는데, 이는 학생들이 독자의 배경지식을 고려하여 글 속 정보를 조절하거나, 독자의 반응을 예상하여 그에 적절하게 대처하는 전략을 구사하는 능력이 부족함을 뜻한다. 그러나 이 연구의 결과로 초등학생 필자가 독자를 고려하는 능력이 부족하다는 결론을 내리기보다는 동료 독자를 비롯한 현실적 독자와의 사회적 상호작용이 활성화된 쓰기 환경과 상호교섭적이고 실제적인 쓰기 과제를 제공하여 독자 고려 능력을 제고하는 교육적 노력이 필요하다.

The purpose of the study was to analyze aspects on audience consideration of elementary school student writers. The following five questions were raised for this paper：(1) which degree students consider their audiences when writing? (2) what method they use to consider their audiences when writing? (3) are there differences aspects on students consideration their audiences by grade? (4) are there differences aspects on students consideration their audiences by anticipation audiences? and (5) are there differences aspects on students consideration their anticipation audiences by grade? 4 writing tasks(1 draft writing task and 3 rewriting tasks) were given to 294 second, fourth and sixth graders in Seoul and Gyeonggi-do elementary schools. Students’ texts were analysed in terms of rhetorical moves. The results showed that students were poor at considering their audiences and they used mainly attracting strategy when writing. Students’ texts rarely show informing and replying moves because students had not competences enough to control information for their audiences’ prior knowledge and to respond appropriately to their audiences’ expecting response. The results of this study suggests the following. But it’s not appropriate to conclude that the student writers don’t have ability to consider their audiences. Rather students should be taught of specific methods on how to consider of their audiences. They also should be provided with many opportunities to actually write for various audiences outside of class and their peers, and with authentic situations where social interactions are emphasized.

The purpose of the study was to analyze aspects on audience consideration of elementary school student writers. The following five questions were raised for this paper：(1) which degree students consider their audiences when writing? (2) what method they use to consider their audiences when writing? (3) are there differences aspects on students consideration their audiences by grade? (4) are there differences aspects on students consideration their audiences by anticipation audiences? and (5) are there differences aspects on students consideration their anticipation audiences by grade? 4 writing tasks(1 draft writing task and 3 rewriting tasks) were given to 294 second, fourth and sixth graders in Seoul and Gyeonggi-do elementary schools. Students’ texts were analysed in terms of rhetorical moves. The results showed that students were poor at considering their audiences and they used mainly attracting strategy when writing. Students’ texts rarely show informing and replying moves because students had not competences enough to control information for their audiences’ prior knowledge and to respond appropriately to their audiences’ expecting response. The results of this study suggests the following. But it’s not appropriate to conclude that the student writers don’t have ability to consider their audiences. Rather students should be taught of specific methods on how to consider of their audiences. They also should be provided with many opportunities to actually write for various audiences outside of class and their peers, and with authentic situations where social interactions are emphasized.

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student writers, writing, audience, audience consideration, rhetorical moves, strategies, social interaction, writing task, rewriting