이야기 구성하기가 쓰기에 대한 태도에 미치는 영향 : 중학교 2학년 남학생을 대상으로 한 연구 = The Effect of Story-Making on the Students' Attitude toward Writing A study on second grade students of boys middle school

다국어 초록 (Multilingual Abstract)

Language use competence, which is the aim in Korean language education, has not fully been successful only by cognitive oriented education, In the seventh curriculum of Korea, learners' affective factor has been focused and the studies and the interests on the learners' affective factor has been increasing recently.
Learners' affective factor is classified to the attitude category in the seventh curriculum, and its' sub-categories are motivation, interest, habit, and value, In the content system of writing education in Korean language, which is national common basic curriculum, the content of writing contains 'substance' of writing, 'principle' of writing, and 'attitude' of writing, In order to acquire Korean language using, the category, 'reality' is divided from other categories. So the attitude and its' functions are recognized as an independent category. However, in the process of the embodiment of the curriculum, the content of attitude category does not contain the contents of each sub-category. Moreover, the affective factor cannot show the result in a short time and there is no objective and verifiable way to test the result. As a result, the learning activities are not deeply done in teaching and learning process.
In spite of high interests in writing owing to the essay test for the university entrance examination, learners' writing ability has not been improved because the learners' attitude toward writing has not been formed yet. It is easily found that even the learners who has good grades in their writing performance test show their limited interests in writing itself. Writing education guided by cognitive way can only suggest model writings to the students, not giving intrinsic writing habit or attitude which can make their lives fruitful. To solve the problems mentioned above, the devices for forming the attitude toward writing will be suggested in this study.
The attitude toward writing can be formed by motivation and interests which make writing activities into their habits. Motivation and interests have close relationship with learner factors. forming attitude without considering learners' situation is meaningless. Therefore, the reality of learners' attitude toward writing should be researched and it can be helpful for understanding the learners' situations and for considering the way of writing.
Under the research through the boy students who are attending in the boys middle school, two-thirds of them show no interests in writing, even though they acknowledge the importance of writing. The result of the research says that the boy students has not built the high attitude toward writing, It also shows that the students have acquired cognitive knowledge related to writing process and writing method. However, it says that the cognitive knowledge about writing cannot make writing activity activated.
This study is focused on the teaching and learning method led by the 'story-making', which can be accepted by learners amusingly. Story-making is human beings' lives themselves and is familiar to daily lives. So it can motivate the learners to think variously and to get interests in writing itself.
First step of teaching and learning process model led by story-making is presentation of material which can give interests and motivation to learners. Next step is to let learners conceive creative imagination under certain situation. And then learners construct stories and, write them- After completing writing their own stones, learners present their stones and share the stories each other. Those activities make learners get interested in writing and let them want to write again. Through presenting this teaching and learning model repeatedly, learners can have writing habit and their writing attitude can be formed in the end.
To make learners get steady interests in story-making teaching and learning process, various activities related to learners' daily lives have been considered in this study. Various activities are following; story-making after reading materials, story-making imagined by pictures, and story-making while listening to music, In addition, story-making under creative situation learners imagine, story-making after setting a time or a place and story-making in other person's side are suggested in this study.
Writing class with twenty periods presented story-making teaching and learning process for six students who didn't like to write and five students who generally liked to write. After twenty classes, every participant showed their high interests in writing. Through this writing class, students recognition toward writing has been changed and some of the students were quite willing to write. Also, the students' writing products showed their adventurous creativity and fluency which conceived various ideas and creative thoughts. Those creative ideas are important factors which motivate learners to get interests in writing.
When story-making teaching and learning process is steadily applied to Korean language class or Daily Korean language class, or when it is activated throughout the fields such as reading or speaking, learners' attitude toward writing will be positively improved. This study about learners' attitude toward writing and affective factor has limits for proving the objective effect in a short time. this study focuses on a possible solution for improving attitude toward writing through various activities and investigations. And also it is expected that succeeding studies about learners' attitude toward writing will result in advanced progress of education.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 쓰기 학습과 태도의 실태와 이야기 구성하기
• III. 이야기 구성하기 교수-학습 모형
• IV. 이야기 구성하기 교수-학습의 실제
• 1. 자료 제시 형
• 2. 상황 설정 형
• Ⅴ. 결과 분석 및 제안
• Ⅵ. 결론
• 참고문헌
• Abstract