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Academic Writing Instruction Model Using Integrated Activity of Reading and Writing

This research was conducted with a view to suggesting effective ways to improve the academic writing ability of KAP(Korean for Academic Purpose) learners. Since the year 2000, the number of KAP learners including foreign students enrolled in Korean universities has been growing rapidly and accordingly the need for developing teaching contents and methodology for academic writing has also increased. However, there has been no corresponding increase in the number of research which suggested detailed plan for fostering language functions required for KAP such as writing term-papers or performing presentations. In this research, the integration of reading activity focusing on recognizing text structure and characteristics is presented as a new instruction model for teaching term-paper writing which KAP learners are required to perform frequently in continuing their academic studies. For this purpose, the theoretical ground for the effectiveness of using integrated activity of reading and writing is provided and further the effectiveness will be proved by comparing and analyzing the contrasting results between two different writing instruction models; writing instruction using integrated activity of reading and writing vs. teacher-centered writing instruction with no focus on reading activity. Based on the above analysis, guiding principles for writing instruction will be proposed, which can encourage KAP learners’ active recognition and imitation, and creative production through reading target term-papers.