조선족은 중국 역사의 격변을 함께 치루면서 생존했다. 물론 그 과정에서 그들은 역사적 상처를 입을 수밖에 없었고, 그로 인해 각종 희생과 고난을 경험해야 했다. 특히 일본의 침 략, 한국의 6.25전쟁과 항미원조는 대표적인 역사적 사건에 해당한다. 이러한 사건이 일어날 때마다, 조선족은 생존을 위한 선택을 강요받았다. 훗날 조선족 작가들은 이러한 역사와 생존 의 현장을 제재로 선택하여 작품을 집필했다. 그 중 조선족의 희곡에는 이러한 역사의 격변 과 생존의 문제가 수용될 수밖에 없었다. 본 연구는 조선족 희곡에 수용된 역사적 상처와 기 록으로서의 의미를 분석하는 것에 목표를 둔다. 황봉룡, 최정연 그리고 김훈은 이러한 역사적 순간을 포착하고 억압된 의미를 살려내는 것에 역점을 두었다. 본 연구는 그들의 희곡에 담 긴 역사의 상처를 해석하고 기록으로서의 조선족의 희곡을 살펴보고자 한다.

이 연구의 목적은 과학 글쓰기를 통해 고등학생의 지구 시스템에 대한 이해와 시스템 사고 과정을 분석하는 것 이다. 글쓰기 활동에 활용한 자료는 지구과학 I 교과 내용 중 지구환경 변화에 관련된 3가지 주제(지구 온난화, 화산 분출, 사막화)이며 이와 관련된 과제를 개발하였다. 개발한 자료는 고등학교 2학년 학생 8명을 대상으로 투입하였으며 작성한 과학 글쓰기 내용을 바탕으로 DAET-C 체크리스트와 지구 시스템에 관련된 개념을 구성요소로 하여 인과지도 를 작성한 후, 이를 근거로 하여 시스템 사고의 관점에서 분석하였다. 그 결과로 첫째, 학생들은 지구 시스템의 구성, 지구 시스템의 상호작용, 지구과학적 소양, 시스템 순으로 지구 시스템을 이해하는 것으로 조사되었다. 둘째, 학생들의 과학 글쓰기 내용을 바탕으로 각각의 주제별로 인과지도를 작성한 결과 피드백 순환 고리가 나타난 학생은 연구에 참 여한 8명 중 지구 온난화 관련 주제에서는 4명, 화산 분출 관련 주제에서는 1명, 사막화 관련 주제에서는 4명의 학생 이 지구 시스템에서 하위 요소 간의 상호작용을 고려하는 시스템 사고를 하고 있는 것으로 조사되었다. 결론적으로 연 구에 참여한 학생들은 지구환경 변화가 지구계 하위 요소 사이의 상호작용을 통해 복잡한 과정 속에서 복합적으로 이 루어지고 있다는 사고를 하고 있었으나, 지구 시스템의 순환에 대한 과정에서 시스템 사고는 미흡한 것으로 나타났다. 과학 글쓰기 활동을 활용하여 지구 시스템 교육과 시스템 사고를 향상 시킬 수 있는 다양한 연구가 필요할 것이다.

This research is aimed at developing Web-Based Instructional Media in the Indonesian senior high school writing class. The Dick and Carey Model (2009) was employed as the development model. The steps began with identifying instructional goals, conducting instructional analysis, analyzing learners and contexs, writing the performance objectives, developing assessment instruments and instructional strategies, developing and selecting instructional materials, designing and conducting formative evaluation of instruction, revising, and finally designing and conducting summative evaluation. The overall results identified that the Educational Technology Expert validation reached 94.62%, the Media Expert reached 99.04%, and the Matter Expert reached 85.00%. These results proved that the use of Web-Based Instructional Media significantly improved the students’ writing skills. The small group trial demonstrated 78.38%, while the field trial 82.79%; these showed that the Web-Based Instructional Media could be implemented both in the small group and the field trial. In conclusion, the results of the expert validation and the field trials stated that the web-based instructional media is highly appropriate use in improving Bahasa Indonesian students writing skills.

The development of conceptual frameworks for fairness in language testing has significantly expanded the scope of discussions on fairness. Empirical research motivated by these theories, however, has been minimal. There is no research, for example, that thoroughly examines the perceptions of test takers concerning fairness as outlined in the frameworks. Taking the context of the admissions officer system of universities in Korea, this paper looks at how the information released by universities before their exams affect students’ perceptions of test fairness. Furthermore, the paper attempts to examine the washback of such perceptions as test-takers prepare for the test. Two Korean universities that conducted written tasks for its early admissions processes were selected. Participants were six actual test-takers, who were extensively surveyed and interviewed. The results show that students placed much more faith in the assessment when the information regarding the test construct was relayed in a clear and consistent manner. Such results suggest that test developers need to pay acute attention to the information they provide to test-takers prior to the test, and that test-takers should be aware of the rights that they have regarding the disclosure of test information.

최근 노인뿐만 아니라 ‘나만의 삶’을 글로 표현하고 싶어 하는 사람들이 많아지면서 지방자치단체와 교육기관을 중심으로 ‘자서전 쓰기’에 관한 교육이 증가하였다. 이와 더불어 자서전 쓰기에 대한 관심은 높으나 부담을 갖는 이들을 위해 자서전 제작을 돕는 실버산업 업체도 생겼다. 그만큼 자신의 삶을 글로 표현하고 싶어 한다. 그러나 자서전 쓰기는 노인만을 위한 전유물이 아닌 다양한 연령층과 다양한 목적으로 사용되고 있다. 더불어 자서전 쓰기는 심리적 어려움을 갖는 이들에 대해 심신통합치유의 방법 중 하나로 인식되고 있는데, 자서전 쓰기가 우리에게 주는 심신통합치유 효과가 무엇인지 살펴 보는 것은 매우 중요하리라 생각된다. 본 연구를 위하여 2000년부터 2016년 사이에 발간된 자서전 쓰기를 주제로 한 학술연구와 문헌을 분석하여 자서전 쓰기의 개념, 형식, 개입효과 등을 살펴보았고, 이를 근거로 자서전 쓰기 프로그램의 실제 적용 사례를 제시하였다. 연구결과를 통한 논의와 제언은 다음과 같다. 첫째, 자서전 쓰기가 갖는 의미가 무엇인지 정립하는 것이 필요하다. 자서전 쓰기는 단순히 자신의 삶을 되돌아보는 것이 아니라 자신과 타인과의 소통을 위한 과정이며 나를 찾아가는 과정이다. 그러나 그 의미는 어떤 관점에서 접근하는가에 따라 달라진다. 둘째, 자서전 쓰기를 진행할 수 있는 전문인력 양성이 필요하다. 자서전 쓰기 에 참여하는 대상자의 발달특성과 상황을 고려한 접근이 요구되므로 상담, 복지, 보건 등 심신통합치유에 대한 이해가 절대적으로 요구된다. 셋째, 자서전 쓰기를 위한 전문 실습 교재가 필요하다. 자서전 쓰기 과정의 성과는 책으로 만들어지는 것이다. 이것은 나에 대한 완성뿐 아니라 심신통합치유를 위한 도구가 될 수 있기 때문으로 매우 중요하다. 마 지막으로 심신통합치유를 위한 자서전 쓰기가 활성화되기 위해 자신의 자서전 쓰기를 시작해보면 타인에 대한 긍정적인 접근이 가능할 것이다.

The purpose of this study is to explore the effects of writing workshop in a primary EFL context using children’s literature featuring social problems as the language input for learners. To accomplish the objective, two research questions were set up: 1) What aspects are shown in the development of primary EFL learners’ literacy skills through writing workshop using children’s literature? 2) What are some impacts in promoting social sensitivity through writing workshop using children’s literature featuring social problems? The data collected from diverse sources including worksheets, surveys, teacher’s logs, interviews, and self-reflection responses yielded two major findings. The first finding showed that participants learned how to utilize literary texts in their writing. In other words, the text used in the study played a motive for the participants in initiating and developing their writing. The second finding revealed the potential of cultivating social sensitivities of language learners through reading based writing workshop. For example, the participants identified the problematic situation by sympathizing with the characters from the texts, and tried to offer solutions. Also, democratic civic qualities of students were ascertained through the process of writing workshop. Based on the results, educational implications were provided.

Metadiscourse has been recognized as an important aspect of effective persuasive discourse. In this study, we explore how metadiscourse features are deployed by 34 EFL undergraduate students to make their non-discipline persuasive texts effective. We find that students grasp at least some of the metadiscourse resources available to them, but are relatively limited in rhetorical sophistication. In fact, transitions, frame markers, code glosses and hedges were found to be critical elements contributing to student writing quality. The findings also show that both frequency and diversity of frame markers are positive predictors of overall writing quality. We also investigate the linguistic forms of metadiscourse used by the students to project stance in their writing. The students were found to have difficulty handling the range of stance construction they could take, and this was unfortunately couched in single-word modal verbs. Teachers should make the metadiscourse features of persuasive writing explicit to students to assist them in making stronger arguments.

This study inquires into the effectiveness of proactive approach to grammaring through explicit grammar instruction in developing linguistic accuracy of Korean EFL college students’ written products. Forty-eight students from two intact sections of mandatory English composition course participated in the experiment for 10 weeks. The control group was taught with traditional process writing methods, whereas a modified version of process writing pedagogy supplemented with two types of grammar instruction―15-minute in-class grammar lessons and individualized online grammar practice―were applied to the experimental group. Linguistic accuracy of the pre- and post-treatment essays was measured by obligatory occasion analysis in the use of subject-verb agreement, pronoun-antecedent agreement, the articles in front of count nouns, the present perfect tense, and passive construction. The statistical analyses show that the experimental group outperformed the control group in three of five grammatical categories. Variations in linguistic accuracy development over a 10-week period support earlier second language acquisition discoveries that some grammatical categories are more resistant to instructional treatment than others and that linguistic characteristic of the structures interact with individual learner’s cognitive maturity

This study is an exploratory case study of writing strategies that Korean EFL graduate students in applied linguistics employed in the semester-long process of L2 computermode research paper writing with the use of multiple resources. Data for writing processes and strategy and resource use were largely collected from a writing strategy inventory questionnaire and writing logs, which were complemented by a keystroke logging program, video recordings and retrospective recall interviews. The results of the study reveal the influence of genre features and variations across writing stages, strategies, resources, and individual writers. Planning was intermingled with researching. The participants deployed certain strategies only at a particular stage or throughout the whole writing process. The students who had higher education in English-speaking countries used fewer strategies and preferred electronic resources to print resources than those who were educated mainly in Korea. The latter also showed a tendency of employing self-regulatory strategies. Findings from the study suggest that the research paper writing process is resourceful, strategic and individually situated, and it involves complex composing behaviors accompanied by more varied strategies and resources than shown in studies of one-time reading-to-write tasks.

이 연구는 21세기 들어 G2 국가로 부상하며 동북아시아에서도 막강한 영향력을 과시하고 있 는 중국과 관련해, 한국과 일본 신문들은 對中國 보도에서 어떤 특징을 선보이는지 보도 비중과 함께 보도 주제, 보도 양식, 그리고 정보원의 다양성 차원에서 조선일보와 한겨레, 마이니치와 아사히 신문을 비교하였다. 분석 결과, 일본 언론들이 중국에 대한 보도 분량을 미국에 대한 보 도 분량과 비슷할 정도로 무게 있게 책정한데 반해 한국 언론들은 여전히 미국 중심적인 보도 속에 대중국 보도 분량이 일본에 비해 상대적으로 낮은 것으로 밝혀졌다. 이와 함께, 주제를 둘 러싼 다양성에 있어서는 국가 간의 차이보다 언론사 간의 차이가 컸으며 기사 양식과 관련해서는 양국 보수지 및 진보지 사이의 이념적 차이가 국가적 차이보다 두드러진 것으로 나타났다. 마지 막으로, 정보원에 있어서는 한⋅일 양국 간의 차이가 대단히 큰 것으로 나타나 현지 언론을 주로 인용하는 한국 언론들에 비해 직접 취재는 물론, 인터뷰와 현지 언론 등을 고르게 이용한 일본 신문들의 다양성이 한국에 비해 매우 높은 것으로 조사됐다.

In Conversation Analysis (CA), laughter, which is treated as a systematically produced activity, has been investigated in connection with troubles. This paper examines initiating laughter in three writing tutoring sessions at a university writing center in Korea, deploying the method of CA. Laughter can be used in two ways in the dataset. Firstly, tutors can use laughter to mitigate their negative assessment about the studentʹs essay. Along with delays and mitigating expressions, laughter infiltrated in the assessment can mitigate the dispreferred nature of the negative assessment. Secondly, both tutors and students can display their talk or action as inappropriate through laughter. The tutor uses laughter when producing talk that can be treated problematic or accountable. The students join in the tutorʹs laughter, and this shared laughter mitigates the problematic nature of the tutorʹs talk. Students may similarly use laughter to display their awareness of the inappropriate nature of their talk or conduct, when responding to the tutorʹs questions. The analysis suggests that laughter can be associated with interactional troubles. The conclusion will include comparisons with other institutional contexts.

Along with the increasing interest in integrated writing in L2 instruction, many studies have investigated language skills and cognitive processes involved in the task. However, relatively less is known regarding the roles of strategic and affective variables in predicting writing performance. The current study, therefore, investigates (a) how strategy, attitudinal, affective, and ability variables are related, and (b) how these variables predict performance in integrated writing. Predictor variables include proficiency, reading comprehension, vocabulary size, L2 strategy use, and attitudes toward reading and writing, and anxiety. Forty-three participants completed an L2 reading-writing integrated task, in which they read reading texts and wrote an essay summarizing the source text and arguing their opinions on the issue. Results showed that proficiency was positively related to reading-to-write strategies, and vocabulary size negatively to reading anxiety; however, ability-related variables generally had no or weak relationships with affective variables. Furthermore, only reading comprehension and reading anxiety were found to be significant predictors of performance in integrated writing.

Ellipsis has been analyzed, if at all, as a type of cohesion markers by earlier studies. The underestimation of its importance and the lack of attention it has received has resulted in only few empirical studies analyzing the ellipsis as a primary object of inquiry. At the same time, there are conflicting findings on whether the relationship between ellipsis use and discourse quality is substantially positive or insignificant. Aware of these gaps, this study focuses on ellipsis and its subtypes to examine whether ellipses enhance the quality of writing. The study participants were 315 Korean high school students who wrote stories in English. Their writing samples were analyzed for ellipsis use and writing quality. The findings revealed that ellipsis occurrences in writing had a substantial relationship with the overall writing quality. This result was substantiated by a separate examination of the good vs. poor writer groups: Good writers used a significantly greater number of ellipses than did poor writers. Structural and nominal ellipses were the most prominent types of ellipses while clausal and verbal ellipsis occurred rarely. This pattern was held true for both good and poor writer groups. The current study promotes the status of ellipsis as a definitely contributing factor to good writing.

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 study explores university students’ revising behaviors in the peer assessment process. The data for this study were collected from 18 college students taking English critical writing courses. The results of this study show that the students’ feedback on critical writing significantly affect their revising behaviors. That is, the students’ feedback had substantial variability in the process of revising and improving their critical essays. Specifically, it was found that the students revised their essays more in surface levels by self-reflection and peer feedback and more in meaning levels by teacher feedback. In addition, the students’ perceptions of peer assessment appeared to be related to the extent of their experience of peer assessment and their revision work by peer feedback. The students considered peer assessment useful and helpful for improving their writing skills. This peer assessment induces learning and promotes further learning beyond what the students currently know or are able to do. The results inform L2 writing test developers and researchers about the extent to which peer assessment affects students’ learning and improves their writing abilities. Based on the findings in this study, the implications related to the assessment policy are also discussed.

This study surveys a total of 127 L2 writing-related articles published in English Teaching over the past 50 years (1965-2015) with reference to research methodology, participants, and themes. The key outcomes are as follows. These articles on L2 writing in English successfully embrace diverse methodological approaches, not displaying a heavy reliance on quantitative methods. Among the study participants, those in higher educational settings maintain a comfortable lead, calling for more articles with elementary and secondary school students. A notable proliferation has been observed since the mid-l990s along with a numerical grow山 in articles on L2 writing. The research theme of classroom instruction appears most often over the journal's 50-year history, followed by learner traits and characteristics of Korean students' writing. The topics of assessment and technology use have gradually evolved into two of the major content areas in L2 writing research, while the theme of skill integration has remained under-researched. Overall, L2 writing research produced in English Teaching seems to exhibit diversity in methodology, participants, and themes.

This study examined the effects of learner-initiated noticing through comparison and teacher-initiated noticing through grammar instruction on EFL middle school learners' English writing process and uptake. For the study, 18 second-year middle school students with intermediate-high English proficiency were divided into three groups. After the first writing composition, one group (Group C) underwent a comparison stage, in which they compared their original writings and reformulated versions. Another group (Group I) received reactive grammar instruction on the four most frequent types of grammar errors, while the other group (Group IC) underwent both stages. All three groups revised their original writings in the next stage. To examine the learners' cognitive processes, think-aloud protocols were analyzed. The results showed that Group IC performed better in uptake than the other two groups, while no major differences were found between Groups I and C. This suggests that a mixture of learner-initiated noticing and teacher-initiated noticing influenced the learners' uptake.

This study explored the effects of creativity-based L2 poem writing (CBLPW) for EFL college students. A total of 40 college students participated, who were assigned to two conditions-non-creativity and creativity groups. The present study employed pre-, post-, and delayed-tests for creativity using the Torrance Test of Creativity, pre-, post-, and delayed-evaluations of L2 poem writing quality, and pre- and post-questionnaires for participants' affective domain. The results showed immediate and sustained effects of CBLPW on creativity, and writing quality. In addition, an overall positive effect of CBLPW was observed in the affective domain such as interests, confidence, and motivation for the two groups. These findings suggest that teachers could offer students a wide range of creativity techniques in order to enhance their levels of creativity, L2 poem writing quality, and the affective domain of learners.