Grammar Dictation을 통한 중학생의 영어 쓰기 지도 방안

The writing skill has been given the lowest priority among English language skills in Korea. This paper aims to determine whether Grammar Dictation (GD) improves students' writing skill. It posed three questions: (1) Will the experimental group improve their writing skill more than the control group after having GD lessons for one semester: (2) After the experiment, will the experimental group show a higher level of interest in learning writing than the control group: and (3) Are errors reduced and is there evidence of semantic approximations to the original text, created out of learners' own grammatical resources? Thirty seven students in a middle school were the experimental group and thirty eight, the control group. Questionnaires were conducted before and after the experiment. The findings were (D After the experiment, the experimental group's writing ability was significantly higher than the control group's: (2) The experimental group showed a higher interest in learning writing than the control group: (3) There was evidence that students wrote texts creatively using their grammatical/linguistic resources during the GD classes. GD is recommended as a way to improve general language competence through writing activities.