글쓰기 치료를 접목한 역량 기반 교양영어 수업 사례

A Model of Competence-Based English Education Incorporating Writing Therapy

This study aims to present a model of competence-based English education in a university, based on the acknowledgement that General English Education in universities should focus on enhancing competencies on the part of learners. We define the purposes of college English education as a nourishment of “communicative competence” and “problem-solving abilities” with a focus on affective factors such as tolerance, rooted in understanding of oneself and others. This is based on the assumption that negative emotions can lead to poor cognitive performances. Thus, we examine how to incorporate writing therapy(which is commonly called ‘poetry therapy’) with English education as an effective way to improve various competences fostered by emotional factors like self-confidence and sound social relations. This study is meaningful in that it provides an efficient way to make use of a literary text, not a typical ESL text for language education. Besides, by integrating various voices on what competences we should nourish in our students, we draw a conclusion that college English education should put as much emphases on affective factors as on 4 language skills. This conclusion will trigger active discussions among all the parties of current college English education. Lastly, it will propel more in-depth research on integrating language education with writing therapy (or specifically ‘journal therapy’).