본 연구는 질적 연구 방법을 통해 교실 바깥에서의 학생들의 작문 활동을 관찰 해보고 이를 학생들의 교실내에서의 작문 활동과 결부시켜 그 관련성을 살펴보는 것이 연구의 목적이다. 이를 위한 연구 내용으로는 (1) 작문 활동과 교실 외 작문활동에 대한 개념을 확립하 ...

본 연구는 질적 연구 방법을 통해 교실 바깥에서의 학생들의 작문 활동을 관찰 해보고 이를 학생들의 교실내에서의 작문 활동과 결부시켜 그 관련성을 살펴보는 것이 연구의 목적이다. 이를 위한 연구 내용으로는 (1) 작문 활동과 교실 외 작문활동에 대한 개념을 확립하고 (2) 작문 활동과 그에 관련된 연구에 대한 문헌 고찰을 이루며 (3) 데이터 분석을 위한 도구로써 Fairclough (1989)의 언어 기능 이론을 채택하여 학생들의 작문 활동에 어떻게 적용되는 지를 살펴본다. 본 연구의 참여자는 2007학년도 2학기에 연구자의 ‘영작문 II’ 강좌를 수강한 마흔 명 내외의 학생들이다. 연구 방법으로는 (i) 학생들의 교실 외 작문활동을 살펴보기 위해 수업에 참여하는 모든 학생들의 작문을 표집하였으며, (ii) 일상생활 속에서의 작문활동에 관한 자유 답변 형식의 설문 조사 실시, 그리고 (iii) 총 6 명( 상, 중 ,하의 세 그룹에서 각각 2 명씩)의 학생들을 선정하여 교실 외 작문 활동과 수업의 작문 과제 작성에 대한 연관성에 관하여 심층 면접을 실시하였다. 본 연구에서 학생들은 그들의 교실 밖 일상 생활에서의 영작문 경험과 독서, 토론, 그리고 인터넷 등을 학교의 과제를 위한 자료로 활용하고 있었다. 교실밖 영작문 활동은 주로 메모 적기, 인터넷 채팅, 이메일 쓰기 등이었고, 집이나 기숙사등의 사적인 공간에서 영작문을 사용하였다. 90%의 학생들이 그들의 교실 밖 작문 활동을 대학 수업 과제 수행에 적용하였으며, 그 주된 방법은 어휘 사용, 아이디어 만들기, 문법 확인 등이었다. 본 연구는 지금까지 관심이 부족했던 대학생들의 교실 밖 영작문 활동에 대한 정보를 제공하고, 그 가치를 발견하여 일상 생활에서의 영작문 활동이 어떻게 제도화된 교실 내에서의 교육과 연계될 수 있는 지에 대한 제안과 이해를 제공해 준다는 점에서 그 의의를 찾을 수 있을 것이다. 이는 교실 밖 영작문 활동과 학교 수업 과제로서의 텍스트와의 연관성을 살펴봄으로써 궁극적으로 EFL 상황에서의 작문 교육에 대한 학문적 연구와 실천적, 정책적 발전에 기여할 수 있을 것으로 판단된다.

In modern language teaching, it is an axiom that writing is a communicative activity and should be taught as such (Pincas, 1993; Tarnopolsky, 2000). This entails the need to teach writing that serves purposes of genuine communication. However, as Lee, ...

In modern language teaching, it is an axiom that writing is a communicative activity and should be taught as such (Pincas, 1993; Tarnopolsky, 2000). This entails the need to teach writing that serves purposes of genuine communication. However, as Lee, Younghwa (2003) points out that writing in English as a foreign language is not usually taught until university level in Korea, so students in higher education who may be having to deal with writing for their present or future needs will have had few opportunities to write in English. Never is the objective of teaching writing in English as a communicative activity seriously and practically set in any kind of curricula except for university courses.
The consequence of this attitude is an almost scare of domestic research on teaching English writing in Korea. This situation seems to reflect that many professionals who engaged in research on English language teaching see themselves as primarily language teachers rather than writing teachers and seems to be lacking in development of efficient teaching methods for EFL writing. Moreover, there exists a total absence of research on writing practices particularly on the relationship between practices outside and inside classrooms so far. Exploring writing practices outside classrooms is one of the important issues for researchers who wish to increase their understanding of students’ English writing in order to develop ways of encouraging students in university courses and in-service training. Because Korean students are situated in the context where there would be lack of chance to communicate in writing in English, we need to link education in the institutional settings and students’ everyday lives. This study is an attempt to explore practices of English writing used outside classrooms and to examine the relationship between the practices and students’ writing at a Korean university.
Students in this study generated ideas for their assignments from a variety of sources such as everyday experiences, books, discussion with others, and internet. The types of outside writing were mainly memos/notes, internet chatting/messages, and e-mails. Students preferred private locations such as their homes and dormitories to do outside writing. Most of the students, 90%, applied their outside writing to the assigned university writing, and the main ways included using vocabulary, getting ideas, and ensuring grammar.
These findings imply that students’ writing activities out of classroom are one of language study and practices entailing the maintenance of university values and academic discourse. In particular, the cases of the students who generated the ideas from outside writing are evidence of this. The students made their own discourses and interactions in the given context. This can be related to Fairclough’s (1989) discourse in which people are communicating with the social and cultural climate within which the communication takes place.

This study aims at investigating writing practices, focusing on the nature of university sophomores’ outside writing and the relations between the out-of-classroom writing and formal assignments for a writing course in the Korean context. The data com ...

This study aims at investigating writing practices, focusing on the nature of university sophomores’ outside writing and the relations between the out-of-classroom writing and formal assignments for a writing course in the Korean context. The data comprise questionnaires from forty students, interviews with six students, and the collection of students’ writing samples about outside and inside classrooms. The findings revealed that students generated ideas for their assignments from a variety of sources such as experiences, books, discussion with others, and internet. The types of outside writing were mainly memos/notes, internet chatting/messages, and e-mails. Students preferred private locations to do outside writing. Most of the students, 90%, applied their outside writing to their university assignments by using vocabulary, getting ideas, and ensuring grammar. This study concludes that the linguistic repertoires and the construction of multiple types of discourses in students’ daily lives provide a rationale for establishing EFL writing programs that should be linked between students’ learning and use and between education and everyday lives in society.

This study has examined what Korean EFL students’ outside writing practices are like and how the practices affect their writing in the institutional setting. Students in this study generated ideas for their assignments from a variety of sources such a ...

This study has examined what Korean EFL students’ outside writing practices are like and how the practices affect their writing in the institutional setting. Students in this study generated ideas for their assignments from a variety of sources such as everyday experiences, books, discussion with others, and internet. The types of outside writing were mainly memos/notes, internet chatting/messages, and e-mails. Students preferred private locations such as their homes and dormitories to do outside writing. Most of the students, 90%, applied their outside writing to the assigned university writing, and the main ways included using vocabulary, getting ideas, and ensuring grammar.
These findings imply that students’ writing activities out of classroom are one of language study and practices entailing the maintenance of university values and academic discourse. In particular, the cases of the students who generated the ideas from outside writing are evidence of this. The students made their own discourses and interactions in the given context. This can be related to Fairclough’s (1989) discourse in which people are communicating with the social and cultural climate within which the communication takes place.
As students continue to use shorter form of English with specific icons to interact through online communication or instant phone-messages like the student samples, writing teachers need to acknowledge this practice and examine how these varieties of English differ from standard English in order to help students acquire the ‘standard’ form of writing in the academic context. Furthermore, the linguistic repertoires of the participants and the construction of multiple types of discourses in their daily lives provide a rationale for establishing EFL writing programs that should be linked between students’ learning and use and between education and students’ everyday lives in society.