earticle

영어

As the foreign learners in the domestic universities increase, they have come to recognize the need for having a system to develop the foreign students’ college scholastic abilities. Since the learning courses of the students aim at the scholarly communicating on the basis of academic achievement, the academic reading and writing should be an integrated practice. Accordingly, this study will look at the methods to help the foreign learners to be able to carry out effectively their studies for academic purposes. In the communication of interpretative semantics the subject of communication is an interpreter. The subject who constructs meanings of a text is an interpreter, and the subject who creates a text, the environments where the interpreter is and the text act as the elements of interpretation for the interpreter’s constructing meanings of the text. Such point of view that accepts to put various interpretations on a text diversifies the foreign learners’ reading text and gives writing activeness by constructing diverse meanings. Critical writing is the writing subject to a critic’s attitude and interpretation, and the theme of a text can be diversely understood. As critical writing is a typical writing category which can use the structure of the interpretative semantics, teaching model can be suggested to the foreign learners as follows 1. Progress of the class (1) Choosing a text and understanding the analysis method of the text (2) Taking interpretative elements and evaluating the suitability of interpretation (3) Deciding the viewpoint of criticism (4) Evaluating and modifying the text through presentations and mutual comments 2. Evaluative items (1) Evaluation of understanding and analysis of the text (2) Evaluation of interpretation of meaning elements of the text and writing criticism (3) Evaluation of group activities such as discussion and mutual comments on the text (4) Evaluation of modification to raise the level of writing 3. Expected effects (1) The foreign learners can make better use of contextual knowledge. (2) They can enhance the level of writing by constructing the knowledge of contents and mutual texts. (3) The teaching model can encourage the foreign learners to have activeness in reading and writing for academic purposes. (4) The foreign learners can understand other cultures introspectively through recognizing the sociocultural difference of the participants in the communication and the difference of method for approaching the text.