The present study examined how writing tasks in high school English textbooks under the revised national curriculum reflected the key writing elements (process, genre, and context) of process-genre based approach. Concerning the latter, the focus was narrowed to audience since it was relatively neglected in writing instruction compared with other contextual factors. For this study, we analyzed 335 writing tasks in ten English textbooks for 1st- and 2nd-year high school students. Results showed that writing tasks largely incorporated the process-genre based approach. However, pre-writing activities mostly scaffolded the organization of ideas, rather than generated them. In the post-writing phase, editing was not targeted in some writing tasks. Both the diversity of genres/subgenres and genre awareness activities were also lacking. In addition, few writing tasks targeted the development of audience awareness through explicit activities. These findings provide pedagogical implications for writing task and curriculum development for material writers, curriculum designers, and practitioners.

This study explored the effects of outlining on the summaries of thirty six L2 college students across three text genres and their opinions on the use of outlining in writing the summaries. Over the eight weeks, the students were divided into an outlining group (experimental group) and a keyword group (controlled group) wrote three summaries after reading articles across three genres (e.g. argumentative, expository, and narrative) at two weeks intervals. Additionally, a follow-up questionnaire on the use of outlining in writing summaries was conducted. Data were analyzed by the Syntactic Complexity Analyzer (Lu, 2010) under 14 indices, and the responses to the questionnaire were analyzed by percentages. The results found a statistically significant difference appearing only in the aspect of CT (i.e. clause per T-unit). In addition, a majority of students utilizing outlining for summary writing believed that they were helped not only to understand the contents and the structure of the articles, but to write summaries with their own words. These results have a pedagogical meaning in that outlining can be more efficient for specific reading genres when teaching summarization in L2 classes.

Paik, Kyungsook. 2016. “‘About the Author’ Texts as Promotional Genre in Korean Books”. The Sociolinguistic Journal of Korea 24(3). 191~222. This article is a genre analysis of ‘About the Author’ texts (ATAs) in Korean books. Without any previous investigation, the present study first argues that ATAs duly comprise an independent genre with a promotional communicative purpose shared by Korean discourse community. Then, to answer the question, ‘Why are the ATAs are written the way they are?’, this study identifies ‘moves’ and their ‘strategies’ as well as some stylistic features of those texts. The analysis of 158 ATAs from contemporary Korean books shows that the ATAs are composed with 4 moves; an obligatory ‘Establishing Credentials’ and 3 other optional moves, ‘Giving Personal Information’, ‘Promoting the Book’, and ‘Offering Contacts’, which are realized with different strategies respectively. It also reveals that the move structures of the texts vary but a couple of patterns explain the great majority of all the texts and that the distribution of the strategies within each move also varies across genres of the books. All these moves and strategies are found to serve the purpose of the ATAs; Establishing credentials of the author by presenting the author’s relevant selves. Finally, overall subject deletion, enumeration and frequently occurring adjective clauses were also identified as the distinctive stylistic features.

이 연구에서는 장르 분석 및 레지스터 분석을 통해 중학생들의 지구과학 주제 글쓰기의 언어적 특징을 분석하였다. 연구 자료는 7, 9학년 학생들을 대상으로 '지구 온난화'와 '암석의 분류' 주제 글쓰기를 실시하여 얻은 학생들의 글쓰기를 대상으로 하였다. 연구 결과는 다음과 같다. 첫째, 학생들은 장르별 글쓰기에 익숙하지 않았으며 특히 논설장르 글쓰기에 많은 어려움을 보였다. 둘째, 내용과 논리관계의 특징으로 정의나 분류와 같이 한 부분을 다른 부분과 관련시키는 관계적 술어보다는 행동 및 하는 것을 의미하는 현상적 술어와 부가적 논리 관계가 많이 나타났다. 셋째, 상호관계적 표현의 특징으로 글 속에서 글의 주체, 글쓴이의 감정, 주관적 의견들이 많이 드러났으며, 학생들은 자신의 생각에 대해서 확신을 가지지 못하고 불확실성을 드러내었다. 넷째, 텍스트 구성의 특징으로 대부분의 학생들이 부가 접속사를 통해 단편적인 정보들을 나열하였으며, 체계적이며 논리적인 글을 쓰는데 익숙하지 않았다. 연구 결과를 바탕으로 과학적 소양의 함양을 목표로 하는 과학 학습에서 과학 글쓰기가 강조되어야 하며 국가 교육과정차원에서 체계적인 계획뿐만 아니라 과학 글쓰기에 대한 교사들의 인식이 향상되어야 함을 논의하였다.

This paper aims to compare generic features of a specific genre in Korean and English language. For this purpose, written advertisements from magazines in two languages were compiled and small corpora of equivalent genres were analyzed from a perspective of comparative genre analysis. The focus of analysis was given to the ‘lexical’, ‘structural’, and ‘other choices’, by exploring the discourse values within a specific context. The case is to raise foreign language learners’ awareness of language form within a meaningful context, represented in a relevant genre. In this study, the comparison is narrowed down to written advertisements through cross-linguistic comparison. It shows that comparative corpora of familiar genres can be used to help learners realize the ways FL is explored to achieve particular communicative goals. Furthermore, it can lead naturally to the discussion of cultural and social aspects reflected in the language.

Bong Joon-ho’s films have a unique narrative style and profound philosophy, and have repeatedly broken box office records with high commercial value, and are deeply recognized by the world film industry and loved by audiences. This article analyzes and summarizes Bong Joon-ho’s films, discusses the creative style and thematic connotation of Bong Joon-ho films, experiences the aesthetic style of “genre narrative strategy” and “problem awareness” of Bong Joon-ho films, and thinks about the trade-off techniques behind Bong Joon-ho’s high box office and high reputation, as well as the film development model.

Bong Joon-ho’s films have a unique narrative style and profound philosophy, and have repeatedly broken box office records with high commercial value, and are deeply recognized by the world film industry and loved by audiences. This article analyzes and summarizes Bong Joon-ho’s films, discusses the creative style and thematic connotation of Bong Joon-ho films, experiences the aesthetic style of “genre narrative strategy” and “problem awareness” of Bong Joon-ho films, and thinks about the trade-off techniques behind Bong Joon-ho’s high box office and high reputation, as well as the film development model.

This study aims to investigate the genre awareness among Korean language teachers. Accordingly, a survey and writing assessment for two sample papers were conducted with 43 Korean language teachers. The result of survey and writing assessment for investigation is following: First, This study found 3 factors for the constructions of Genre awareness of Korean language teachers. The factors consist of awareness of explicit genre instruction, critical genre instruction and genre expansion. Korean language teachers responded positively both explicit genre instruction and critical genre instruction, however, Compared to an explicit genre instruction, Teachers are more positive response to critical genre instruction. but Given that the emphasis on a typical characteristics of the genre, Korean teachers not focus on the critical perceptions of the genre itself. and this genre awareness of instruction did not apply in the context of writing assessment. but genre awareness of expansion that means openness to different genre have a certain correlation with critical genre awareness and also contribute to assess the value of untypical text.

소셜 네트워크 게임은 비동기식 접속방식을 통하여 플레이어간의 지속적인 참여를 유도한다. 이러한 특징은 SNG 플레이어간의 적극적인 사회적 연결성을 요구하며, SNG의 주된 목적에 속한다. SNG의 사회적 연결성은 플레이어의 게임 내 행동속성을 공간 개념으로 구분할 수 있다. 본 논문은 SNG 플레이어의 행동을 Social Connectedness(SC)와 Non-Social Connectedness(NC)로 나누고 세부행동을 분류, 탐색하였으며, 실험을 통하여 각 행동을 비교하고 재미성과의 관계를 분석하였다. 이러한 결과는 SNG 개발에 적용할 수 있는 모델을 설계하는 데 있어 그 범위를 제안하며, SNG 플레이경험을 통한 플레이어의 행동을 단순화하여 대규모 플레이어의 행동을 빠르게 확인하기 위한 가이드라인을 제시하고 있다.