'협동적 쓰기' 교수가 초등 작문장애 학생의 쓰기표현력에 미치는 효과

The Effects of Collaborative Writing on Written Expression Ability in Elementary Students with Composition Disabilities

최근의 쓰기교수는 쓰기기술의 습득에만 치중하는것이 아니라 다른 구성원과의 역동적인 상호작용을 통해 쓰기에 필요한 전략들을 직접 수행하고 내면화하는 과정을 강조하고 있다. 이에 본 연구는 협동적 쓰기 교수가 초등 작문장애학생의 쓰기표현력에 미치는 영향을 알아보고자 하였다. 이를 위해 서울 시내의 초등학교 5-6학년 작문장애 아동 20명을 대상으로 15회기에 걸쳐 실험집단에게는 협동적 쓰기 교수를, 그리고 통제집단에게는 전통적인 쓰기 교수를 실시하였다. 두 집단에게 동일한 주제로 글을 쓰는 사전, 사후 검사를 실시하여 공분산 분석을 한 결과, 실험집단이 글의 내용, 글의 길이, 글의 정확도(철자, 띄어쓰기, 문장부호, 문법사용)에 있어서 유의하게 향상되었다. 이러한 결과는 작문하기에 협동적 쓰기 교수를 활용할 경우, 작문장애 학생의 쓰기표현력을 향상시킬 수 있을 뿐만 아니라 쓰기에 쉽게 친숙해질 수 있도록 유도하는 이점을 기대해 볼 수 있음을 시사한다.

The collaborative writing is a method by which a student shares the actual process of composition with his/ her writing partner (s), and they alternate turns to complete the composition. A teacher , another student , or a group of student can be writing partner (s), and a teacher was chosen as the writing partner in this study. The purpose of this study was to test the effect s of the writing instruction by the collaborative writing on written expression ability in elementary student s with composition disabilities. For this purpose, 20 elementary student s with composition difficulties were selected (8 from 5th grade and 12 from 6th grade) to be divided into two groups, an experimental and a control. The two groups were trained for 7 weeks (15 40 - minutes sessions) through the stages of choosing a title, planning, writing, and revising their writing product s. In the stage of writing, the experimental group wrote the product collaboratively with a teacher and the control group wrote it individually. The written expression ability was evaluated by measuring story content s, story length, and story correctness using pre- and post - test . ANCOVA was used to analyze the collected data utilizing the pretest scores as covariates. The result s obtained from this study are summarized as follows : (1) A significant difference was found between the experimental and the control groups in story content s, showing significantly higher performance in the former group; (2) A significant difference was found between the two groups in story length, showing significantly longer performance in the experimental group; and (3) The experimental group showed significantly higher performance in story correctness, that is, spelling, spacing words, punctuation, and grammar (in total). In terms of grammar , however , significant differences were found between the two groups in modifier and word order , while no significant differences were found in auxiliary words, subject -predicate concord, tense, and conjunction. In conclusion, these result s imply that the written expression ability of student s with composition disabilities could be enhanced by providing them with composition instruction through the collaborative writing.