The purpose of this study is to analyze the expository text structure of advanced level Korean textbooks by dividing it into microstructure, macrostructure, and top-level structure. It is to provide basic data of expository text structure for reading and writing education.
Chapter 1 reveals the ...
The purpose of this study is to analyze the expository text structure of advanced level Korean textbooks by dividing it into microstructure, macrostructure, and top-level structure. It is to provide basic data of expository text structure for reading and writing education.
Chapter 1 reveals the purpose and necessity of the study, and examines previous studies focusing on discourse markers, semantic structure, and top-level structure research in Korean education.
Chapter 2 presents the main theories of microstructure, macrostructure, and top-level structure analysis along with definitions of expository texts. In microstructure analysis, the definition, necessity and type of discourse markers are described, and in macrostructure, the concept of macrostructure and types of semantic relations are described. The top-level structure presents the composition of 'Introduction-Body-Conclusion'.
Chapter 3 presents a list of text selections and research methods. A list of texts according to the selection criteria is presented. And in microstructure analysis, discourse markers are 'generalization markers, additional markers, collection markers, causal markers, problem-solution markers, comparison-contrast markers' and analyze the usage patterns using a corpus analysis program. In macrostructure analysis, the process figure of meaning relation and the figure of semantic structure of expository texts are presented. And the type of the top-level structure is analyzed based on the textbook and the 5th, 6th grades, respectively.
Chapter 4 presents the analysis results. As a result of the study, ‘collection-markers’ were used the most among discourse markers, and ‘collection’ showed a tendency to be used at the upper level of the semantic structure diagram. In addition, it is found that the educational approach is focused on the ‘rhombus-shaped’ structure, which is the structure of ‘Introduction-Body-Conclusion’.
Chapter 5 reveals the significance and limitations of this study. In the meantime, research results have been suggested that teaching-learning the structure of discourse cover or text is effective, but it has not been treated as a universal educational content in the field. The reason is that the proper educational system and standards for text structure have not been established. This study is significant in that it provides the basic data of the expository text structure for this purpose.
The purpose of this study is to analyze the expository text structure of advanced level Korean textbooks by dividing it into microstructure, macrostructure, and top-level structure. It is to provide basic data of expository text structure for reading and writing education.
Chapter 1 reveals the purpose and necessity of the study, and examines previous studies focusing on discourse markers, semantic structure, and top-level structure research in Korean education.
Chapter 2 presents the main theories of microstructure, macrostructure, and top-level structure analysis along with definitions of expository texts. In microstructure analysis, the definition, necessity and type of discourse markers are described, and in macrostructure, the concept of macrostructure and types of semantic relations are described. The top-level structure presents the composition of 'Introduction-Body-Conclusion'.
Chapter 3 presents a list of text selections and research methods. A list of texts according to the selection criteria is presented. And in microstructure analysis, discourse markers are 'generalization markers, additional markers, collection markers, causal markers, problem-solution markers, comparison-contrast markers' and analyze the usage patterns using a corpus analysis program. In macrostructure analysis, the process figure of meaning relation and the figure of semantic structure of expository texts are presented. And the type of the top-level structure is analyzed based on the textbook and the 5th, 6th grades, respectively.
Chapter 4 presents the analysis results. As a result of the study, ‘collection-markers’ were used the most among discourse markers, and ‘collection’ showed a tendency to be used at the upper level of the semantic structure diagram. In addition, it is found that the educational approach is focused on the ‘rhombus-shaped’ structure, which is the structure of ‘Introduction-Body-Conclusion’.
Chapter 5 reveals the significance and limitations of this study. In the meantime, research results have been suggested that teaching-learning the structure of discourse cover or text is effective, but it has not been treated as a universal educational content in the field. The reason is that the proper educational system and standards for text structure have not been established. This study is significant in that it provides the basic data of the expository text structure for this purpose.
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