재외동포 아동의 한국어 쓰기 교육을 위한 대화일지 쓰기 사례 연구

Using Dialogue Journals for Korean Heritage Learners- a case study on parents’ feedback and interaction

This study aims to explore possibility to utilize ‘dialogue journal’ for Korean heritage learners (KHL) by analyzing distinct functions of parents’ feedback and their interaction in writing dialogue journals. Dialogue journal is a written communication as well as an interactive writing between two participants. The total collected number of pairs of dialogue journal were thirty-one pairs between a heritage learner and her mother over eight weeks. Based on a analysis, parents’ feedback in the journal acted not only as an active listening to encourage the child to carry on writing, but also as a comprehensible input in a KHL situation with limited exposure of Korean language. In addition, the interaction of the dialogue journals, which was facilitated by different responses to ‘requesting for a reply’, and was vitalized by extending turn-takings and using non-verbal signals, influenced on being motivated as well as on reducing anxiety in writing. (Yonsei University)