Literacy, Critical Literacy, Writing Education, Korean for Academic PurposeThe purpose of this study is to propose a new content and plan for writing education for Korean language learners who are about to enter university in Korea. At this time, it was judged that the concept of critical literacy w...
Literacy, Critical Literacy, Writing Education, Korean for Academic PurposeThe purpose of this study is to propose a new content and plan for writing education for Korean language learners who are about to enter university in Korea. At this time, it was judged that the concept of critical literacy was very useful and important educational content and element in writing education. In addition, the purpose of the study was to propose the educational content by combining this with writing education. This study argued that critical literacy concepts should be reflected and applied in more detail in the writing education of Korean language trainees and foreign undergraduate students with conditional Korean language skills (level 2) who focus on writing during the Korean language curriculum. In addition, the goal was to reveal that writing education should not simply focus on the function and evaluation of the area, but should be done in consideration of the improvement of comprehension and expression in terms of literacy. The knowledge and competencies required to learn Korean at university are so high and diverse that it is difficult to limit. Therefore, the proportion of writing education inevitably increases. At this time, learners must understand the content of their major knowledge in various topics and areas and make it their own. Therefore, critical literacy education is essential in order to grow into creative talents required by universities. It is difficult for these learners to improve their language skills in a short period of time, and it is difficult to evaluate the results. Because of that, writing education so far has not been efficiently conducted in actual classroom situations despite the recognition of the necessity. However, when they are about to enter a university or soon have to become part of the university community and play the role, the lack of Korean language skills and writing skills is a huge burden on their individuals as well as the university community. Korean language education in university training institutions may not solve all educational problems for them, but writing education, even at a basic level, will reduce the burden on learners. In this paper, I proposed writing education focusing on critical literacy to solve these problems. A way to improve learners critical literacy through the linkage process of reading and writing, away from the existing educational method of function-oriented imitative writing, was presented as a conclusion through educational contents and materials. I think this is a problem that educators and educational institutions should continue to be interested in and solve in the future. In the future, language training institutions should operate a special writing class for academic purposes for learners who are about to enter university. Korean language classes operated by university-affiliated institution should be developed and sought to improve learners literacy by increasing the proportion of writing education and organizing actual class management methods and educational contents in more detail.
Literacy, Critical Literacy, Writing Education, Korean for Academic PurposeThe purpose of this study is to propose a new content and plan for writing education for Korean language learners who are about to enter university in Korea. At this time, it was judged that the concept of critical literacy was very useful and important educational content and element in writing education. In addition, the purpose of the study was to propose the educational content by combining this with writing education. This study argued that critical literacy concepts should be reflected and applied in more detail in the writing education of Korean language trainees and foreign undergraduate students with conditional Korean language skills (level 2) who focus on writing during the Korean language curriculum. In addition, the goal was to reveal that writing education should not simply focus on the function and evaluation of the area, but should be done in consideration of the improvement of comprehension and expression in terms of literacy. The knowledge and competencies required to learn Korean at university are so high and diverse that it is difficult to limit. Therefore, the proportion of writing education inevitably increases. At this time, learners must understand the content of their major knowledge in various topics and areas and make it their own. Therefore, critical literacy education is essential in order to grow into creative talents required by universities. It is difficult for these learners to improve their language skills in a short period of time, and it is difficult to evaluate the results. Because of that, writing education so far has not been efficiently conducted in actual classroom situations despite the recognition of the necessity. However, when they are about to enter a university or soon have to become part of the university community and play the role, the lack of Korean language skills and writing skills is a huge burden on their individuals as well as the university community. Korean language education in university training institutions may not solve all educational problems for them, but writing education, even at a basic level, will reduce the burden on learners. In this paper, I proposed writing education focusing on critical literacy to solve these problems. A way to improve learners critical literacy through the linkage process of reading and writing, away from the existing educational method of function-oriented imitative writing, was presented as a conclusion through educational contents and materials. I think this is a problem that educators and educational institutions should continue to be interested in and solve in the future. In the future, language training institutions should operate a special writing class for academic purposes for learners who are about to enter university. Korean language classes operated by university-affiliated institution should be developed and sought to improve learners literacy by increasing the proportion of writing education and organizing actual class management methods and educational contents in more detail.
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