학문 목적 한국어 학습자의 학술적 글쓰기 실패 사례 분석 －발견 학습을 중심으로－

초록

This study analyzes cases of academic writing failure among academic-purpose Korean language learners enrolled in domestic Korean language institutes, drawing on heuristics-based discovery learning theory. Twenty learners completed a writing task on the topic of “volunteer work” after reading a discovery learning–based writing prompt, and three Korean language instructors evaluated their work across textual, rhetorical, and discursive dimensions. The analysis revealed that learners generally performed stably in the textual and rhetorical dimensions, such as appropriate lexical choice and clarity of the core message. However, they exhibited clear weaknesses in the discursive dimension, particularly in expanding their thinking by connecting the content to broader socio-cultural contexts or comparing it with their home cultures. These findings suggest that although learners can list information or present normative claims, they still lack the ability to construct meaning by incorporating socio-cultural perspectives. Therefore, academic writing education for academic-purpose Korean learners requires an approach that goes beyond technical writing skills and instead promotes discursive engagement that fosters expanded thinking and integration of socio-cultural viewpoints.

키워드