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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The target of the study used the comparison of Korean students and Chinese students when it came to the way in which they compose a summary article written in Korean. The activity within the study was comprised of reading and writing where students were asked to interpret the selected key parts of a written piece into their own words. This activity itself is a fundamental part of academic writing.
Existing research done on the composition of a summary is based upon the result of the writing process. However, the focal point of this study was placed upon the actual thought process occurring while reading and writing. Therefore, in the study the students were asked to first read the material given prior to interpreting the material into writing using the 'Think Aloud Protocol.'The result of the study showed that the Chinese students took approximately two times longer to compose the summary. Particularly, the Korean students showed a displacement for their spending a deal of time in the editing of their writing, while the Chinese students did not get nearly consumed in their time editing as they did in looking up vocabulary and understanding the context of the original piece.
Furthermore, the strategy used in composing the summary was also observed and analyzed. In comparison to the Korean students and their understanding of vocabulary through the central meaning of the writing and its role within the contextual structure itself, Chinese students deduced the meaning of a word through its pronunciation in the case of the word being rooted in Chinese characters or English, despite the great deal of time consumed in the searching of words in a dictionary. In the process of summarizing, Korean students utilized various approaches such as selection, deletion, generalizing, and rephrasing. On the other hand, Chinese students primarily only used selection and deletion. Lastly, when it came to the editing of their writing, Korean students spent a lot of time making corrections to words and assuring the flow of the writing was logical, whereas the Chinese students spent little to no time in the editing their writing.
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참고문헌 (41)
참고문헌 신청
Bailey.S / 2006 / Academic writing: a handbook for international students, 2nd ed / Routledge
Block, Cathy Collins / 2004 / The ABCs of performing highly effective think-alouds / Reading Teacher 58 (2) : 154 ~ 167
Brown, A.L / 1983 / Macrorules for summarizing The Development of Expertise / Journal of Verbal Learning and behabior 22
Campbell,C / 1990 / Writing with other's words: using background reading text in academic compositions. In Second language Writing / Cambridge University Press
Casey Keck / 2006 / The use of paraphrase in summary writing: A Comparison of L1 and L2 writiners / Journal of Second Language writing 15
Block, Cathy Collins / 2004 / The ABCs of performing highly effective think-alouds / Reading Teacher 58 (2) : 154 ~ 167
Brown, A.L / 1983 / Macrorules for summarizing The Development of Expertise / Journal of Verbal Learning and behabior 22
Campbell,C / 1990 / Writing with other's words: using background reading text in academic compositions. In Second language Writing / Cambridge University Press
Casey Keck / 2006 / The use of paraphrase in summary writing: A Comparison of L1 and L2 writiners / Journal of Second Language writing 15
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