외국어로서의 한국어 교육의 일차적인 목표는 의사소통 능력을 향상시키는 것이다. 의사소통 능력이란 말하기와 듣기, 읽기와 쓰기까지 포함하기에 어느 것 하나 소홀히 할 수 없다. 하지만 최근 한국어 교육에서 읽기와 쓰기의 연구는 짧고, 구체적인 쓰기 교육에 대한 방안도 부족한 실정이다. 또한 유창성의 흐름에 따라 학습자들이 말하기보다 쓰기 실력은 그 아래 단계에 머무는 한계가 드러나고 있다. 본고에서는 그 해결책의 하나로 문법지식을 활용한 일기쓰기를 제안하고자한다. 일기는 학습자들의 경험을 토대로 생각과 느낌을 표현하게 해 주면서 말하기를 확대시키는 도구가 되기도 한다. 또한 문법지식을 활용한 일기쓰기 연습을 통해 오류를 최소화하고 다음 단계로 나아갔을 때 정확하고 안정된 표현을 사용할 수 있도록 도움을 줄 것이다. 따라서 직접 학습자들에게 실험을 통해서 그 효과를 확인하고자 한다.

The objective of this research is to help students express themselves with eloquent Korean by minimizing grammatical errors through journal writing. Furthermore, I aim to judge whether this journal writing has a positive effect in improving students' Korean writing skills. Specific research methods are as follows: In Chaper I, I explained the need of applying one's grammatical knowledge when writing a journal in the present Korean writing education, and examined preceding theoretical studies on writing education up to the present. In chapter II, I inquired into the theoretical background of writing and explained the significance of journal writing, and the link between grammar and journal writing education. In chapter III, I surveyed instructors and students of Korean language about applying one's grammatical knowledge when writing a journal to figure out their preferences. To provide a standard of evaluation after writing, I established evaluation methods based on the questionnaires given to Korean language instructors. Furthermore, I set up the scope and degree based on the questionnaires given to students to provide the standard of journal writing. The survey was conducted centering on the university extensions of Korean language education in Busan(Pukyong National University, Pusan
National University, Pusan University of Foreign Studies, Inje Univerisity, and etc.) From subject instructors 43 sheets were collected and 92 sheets were collected from subject students. So the total of 135 sheets were retrieved. Through an actual exemplification of writing a journal using one's grammatical knowledge, I described the experimental process and method in order to verify its effect on improving one's writing skills in Chapter IV. Also, based on written journals, I observed students' grammatical errors and subject matters. And after examining their gradual progress I also gave an account of feedbacks from instructors. In chapter V, I divided the learners into the experiment group, control group and comparison group to evaluate their writing. Then I diagnosed the results by using the evaluation tool. In addition, after the subjects finished writing journals, I observed responses from the experiment and comparison groups once more and approved the effectiveness. In chapter VI, contents and results of this study have been summarized and organized, and a desirable direction for overall Korean writing education have been proposed.

1. 서론
2. 쓰기 활동의 유형 및 일기쓰기와 문법지식의 연관성
3. 문법지식을 활용한 일기쓰기 선호도 조사
4. 문법지식을 활용한 일기쓰기 교육의 실제
5. 문법지식을 활용한 일기쓰기의 평가 및 결과
6. 결론

• 김혜진(부산외대) | 김헤진