학부 유학생 글쓰기 강의 개선 방안 : 중앙대 강의 사례를 중심으로Measures for the Improvement of Undergraduate Writing Courses for International Students : Focusing on the case studies at Chung-ang University
- Authors
- 최유숙
- Issue Date
- Jun-2017
- Publisher
- 중앙대학교 다빈치미래교양연구소
- Keywords
- international student writing; course goal; course content; communication center; tutoring; Korean education
- Citation
- 교양학 연구, no.5, pp 123 - 142
- Pages
- 20
- Journal Title
- 교양학 연구
- Number
- 5
- Start Page
- 123
- End Page
- 142
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/5649
- DOI
- 10.24173/jge.2017.06.5.123
- ISSN
- 2465-7581
- Abstract
- This study is a reflection on the undergraduate writing course designed for international students that the researcher herself taught at Chung-ang university during the year of 2016, and also an effort to seek measures for the improvement of the said course. Above all, the success of a semester-long writing course depends on the content of the course, and whether the set goal was attainable. Therefore, a highly practical genre of writing should be learned, and in this process the disparities between the respective languages of the international students should be considered. Furthermore, as additional measures to further boost the efficacy of the course, counseling sessions at the university's communication center, and tutoring from Korean Linguistics graduate students were recommended. To conclude, the instructor should not only be a specialist of writing, but also of Korean education. It is commendable that specialists with tutoring experience run the writing courses for international students.
This study is a reflection on the undergraduate writing course designed for international students that the researcher herself taught at Chung-ang university during the year of 2016, and also an effort to seek measures for the improvement of the said course. Above all, the success of a semester-long writing course depends on the content of the course, and whether the set goal was attainable. Therefore, a highly practical genre of writing should be learned, and in this process the disparities between the respective languages of the international students should be considered. Furthermore, as additional measures to further boost the efficacy of the course, counseling sessions at the university's communication center, and tutoring from Korean Linguistics graduate students were recommended. To conclude, the instructor should not only be a specialist of writing, but also of Korean education. It is commendable that specialists with tutoring experience run the writing courses for international students.
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