이야기체와 설명문체 텍스트를 쌍으로 활용한 구조 기반의 초등영어 쓰기 지도

Teaching of primary English writing based on text structures using narrative and expository literary texts

This study explored how a primary English writing class could work when students were taught three text structures such as time sequence, comparative-contrastive, and problem-solution. Two different types of literary texts, narrative and expository, were used as paired texts for teaching each structure mentioned. The following research questions were proposed: 1) What are the aspects of a structure-based primary English writing course when students are provided two types of literary texts as their writing resources? 2) How do primary school students use English writing strategies when they are taught structure-based writing using literary texts? The results of this study were as follows: First, in structure-based English writing, there were different aspects of students' writing according to text types of literary texts. Students started to become aware of the two different styles of texts based on each structure. Then, students used more signal words when they adopted expository texts as their writing model rather than adopting narrative texts. Second, the students showed growth as learners of English writing by developing writing strategies. Some students tried to get over the early stages of copying the texts they read to use as their writing model, and others tried to consider readers of their writing.