'협동적 쓰기' 교수가 초등 작문장애 학생의 쓰기표현력에 미치는 효과

• 영문명: The Effects of Collaborative Writing on Written Expression Ability in Elementary Students with Composition Disabilities
• 발행기관: 한국언어청각임상학회
• 저자명: 배성미(Sung-mi, Bae) 박현숙(Hyun-Sook, Park)
• 간행물 정보: 『Communication Sciences & Disorders』언어청각장애연구 제7권 제2호, 226~249쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2002.07.30

국문 초록

최근의 쓰기교수는 쓰기기술의 습득에만 치중하는것이 아니라 다른 구성원과의 역동적인 상호작용을 통해 쓰기에 필요한 전략들을 직접 수행하고 내면화하는 과정을 강조하고 있다. 이에 본 연구는 협동적 쓰기 교수가 초등 작문장애학생의 쓰기표현력에 미치는 영향을 알아보고자 하였다. 이를 위해 서울 시내의 초등학교 5-6학년 작문장애 아동 20명을 대상으로 15회기에 걸쳐 실험집단에게는 협동적 쓰기 교수를, 그리고 통제집단에게는 전통적인 쓰기 교수를 실시하였다. 두 집단에게 동일한 주제로 글을 쓰는 사전, 사후 검사를 실시하여 공분산 분석을 한 결과, 실험집단이 글의 내용, 글의 길이, 글의 정확도(철자, 띄어쓰기, 문장부호, 문법사용)에 있어서 유의하게 향상되었다. 이러한 결과는 작문하기에 협동적 쓰기 교수를 활용할 경우, 작문장애 학생의 쓰기표현력을 향상시킬 수 있을 뿐만 아니라 쓰기에 쉽게 친숙해질 수 있도록 유도하는 이점을 기대해 볼 수 있음을 시사한다.

영문 초록

The collaborative writing is a method by which a student shares the actual process of composition with his/ her writing partner (s), and they alternate turns to complete the composition. A teacher , another student , or a group of student can be writing partner (s), and a teacher was chosen as the writing partner in this study. The purpose of this study was to test the effect s of the writing instruction by the collaborative writing on written expression ability in elementary student s with composition disabilities. For this purpose, 20 elementary student s with composition difficulties were selected (8 from 5th grade and 12 from 6th grade) to be divided into two groups, an experimental and a control. The two groups were trained for 7 weeks (15 40 - minutes sessions) through the stages of choosing a title, planning, writing, and revising their writing product s. In the stage of writing, the experimental group wrote the product collaboratively with a teacher and the control group wrote it individually. The written expression ability was evaluated by measuring story content s, story length, and story correctness using pre- and post - test . ANCOVA was used to analyze the collected data utilizing the pretest scores as covariates. The result s obtained from this study are summarized as follows : (1) A significant difference was found between the experimental and the control groups in story content s, showing significantly higher performance in the former group; (2) A significant difference was found between the two groups in story length, showing significantly longer performance in the experimental group; and (3) The experimental group showed significantly higher performance in story correctness, that is, spelling, spacing words, punctuation, and grammar (in total). In terms of grammar , however , significant differences were found between the two groups in modifier and word order , while no significant differences were found in auxiliary words, subject -predicate concord, tense, and conjunction. In conclusion, these result s imply that the written expression ability of student s with composition disabilities could be enhanced by providing them with composition instruction through the collaborative writing.

목차

Ⅰ. 서 론

Ⅱ. 연구방법

Ⅲ. 연구결과

Ⅳ. 논의 및 제언

키워드

협동적 쓰기 교수 작문장애 쓰기표현력