쓰기 활동을 어려워하는 학생에 대한 국어교사의 인식적 특성 분석

Abstract

Purpose This study aims to explore improvement in teaching and learning of writing by analysing Korean language teachers’ perception on students with writing difficulties.
 Method For the study, individual in-depth interviews were conducted with 10 Korean language teachers evenly balanced in terms of gender, teaching experience, region, and school level. The interview consisted of 20 questions organized into five sections: perception of writing, writing class, students with writing difficulties and writing underachievement, the most challenging stage and type of writing, and writing instruction and information channel for writing instruction.
 Result The results of the study are as follows. First, teachers’ perception shows that writing class is taught less than classes in other areas. Especially, high school teachers believe that actual writing activities are rarely carried out. Second, in terms of affective aspects, students with writing difficulties are seen to have low motivation, interest, and confidence in writing along with a fear of expressing their own ideas. Third, they are also perceived to lack awareness of the writing process and face difficulties, especially in the stages before expression. Fourth, there is a need for the improvement in the diagnosis of writing underachievement, the development of instructional programs, and the establishment of teacher training and learning programs to address issues related to writing underachievement.
 Conclusion The perception of Korean language teachers reveals that students with writing difficulties manifest diverse causes and characteristics. Nevertheless, proper educational instructions are not provided due to various environmental factors associated with writing classes. To meet the needs of Korean language teachers, there is a requirement to develop diagnostic programs and teacher learning programs for addressing writing underachievement, and to improve the educational environment for writing classes.