예비 학문 목적 중국인 한국어 학습자를 위한 메타장르 쓰기 수업 모형

Abstract

This study explores a meta-genre-based writing instruction model for Chinese learners preparing for academic study in Korea. A survey revealed generally low levels of reflective thinking, critical thinking, and meta-genre awareness, especially in self-reflection and evaluating information reliability. Yet, most learners recognized the need for meta-genre-focused instruction. Based on these results, a model is proposed integrating three components: explicit meta-genre instruction explaining academic text structure and strategies; reflective activities promoting self-monitoring and revision; and critical thinking training for analyzing assumptions, evidence, and bias. A Guidebook for Evaluating Reliability and Analyzing Value Bias was developed to help learners assess information systematically. This model moves beyond skill transmission, helping students engage in academic discourse communities. It underscores the pedagogical value of combining meta-genre awareness with reflective and critical thinking to enhance academic writing competence.