학술적 글쓰기의 질적 개선을 위한 문법 - 대학에서의 장르 중심 문법 교육 -

Abstract

The aim of this article is to provide a method of grammar education that will lead to the improvement of the quality of academic lectures by the university itself, so that it focuses on "common" academic writings. In this process, we proposed a grammar education method that leads to a qualitative improvement of the writing of the learners. The commonality of academic writing genres at the college is related to the macro structure of the text by 'creativity of the thesis statement' and 'systematicity of structure'. These two commonalities can be related to the grammatical structure that is the earner looks at his previous sentence himself and is subject to meta-recognition. The relationship between the key-words that make up the thesis statement, and the process of looking at the vertical and horizontal relationships of the abstract that structurally project this can act grammatically to improve the quality of academic writing. By looking at the grammatical relations of the 'actual structure' of the macro structure shown in the previous article of his own, the learners have discovered 'potential structure' which is more meaningful than the one produced by the self. It will be possible to improve their accidents qualitatively by focusing on those with more significant values in the rewriting processing.