This study examined the pattern of argumentative writing composition of Korean learners through the evaluation of the composition of persuasive texts produced by Korean learners. In this study, in order to evaluate the composition of learners' persuasive texts based on genre-oriented writing education theory, the composition of arguments was evaluated in terms of formality and the appropriateness of argument components in terms of context.
In this study, 53 Korean learners were taught to acquire background knowledge related to the subject of persuasive text and then the learners conducted the argumentative writing.
Through this process, 58 persuasive texts were collected, and these texts were classified into a lower group, a middle group and an upper group. According to the level of Korean writing, the evaluation for argumentative composition and the evaluation for argumentative component appropriateness were conducted. As a result of the evaluation for argumentative composition, the level of argumentative writing composition of Korean learners was insufficient.
The problems that appeared in the argumentative writing composition of Korean learners were the absence of CLAIM and the rare use of WARRANT, ACKNOWLEDGEMENT AND RESPOND, There is a difference in degree in the groups of learners, these problems could be found in all the groups. Therefore, it was analyzed that the absence of CLAIM and the rare use of WARRANT, ACKNOWLEDGEMENT AND RESPOND, are chronic problems of the argumentative writing composition of Korean learners regardless of the learner's Korean proficiency.
As a result of evaluating the appropriateness of argumentative components, the lower group and the middle group lacked the ability to properly construct semantic relationships between argumentative components, which often showed The upper group constructed argumentative writing with good validity of the evidence and consistency in context.
In this study, the difference in the results of the writing evaluation by the learner's Korean proficiency was examined in the process of evaluating and classifying the research data by the level of Korean writing.
As a result of the analysis, it was found that the learner's Korean proficiency and the results of the writing evaluation did not match.
In addition, in the process of evaluating the argumentative composition of the persuasive text, the results of the argument composition evaluation and the results of the appropriateness of argumentative components were combined to compare the overall evaluation results of the persuasive text composition according to the level of Korean writing.
As a result of the evaluation, the difference in the overall evaluation result of persuasive text composition according to the level of Korean writing was significant, but the learner's level of Korean writing ability was not consistent with the ability of argumentative writing composition. This is because Korean learners showed the similar problem patterns in argumentative writing composition regardless of the level of Korean writing, and showed poor patterns in argumentative writing composition.
The implications of the study derived based on the analysis of the evaluation results of this study examined so far are as follows. In Korean writing education, the class for the argumentative writing needs to be conducted at all levels of Korean learners, from beginner learners to advanced learners.
For the argumentative writing of Korean learners, explicit instruction on the concepts and characteristics of the argument composition and the argument components that make up it needs to be provided. In addition, it is necessary to provide systematic argumentative writing education that can improve reasoning ability and critical thinking of Korean learners.
The learner's level of Korean writing ability and the learner's level of argumentative composition ability did not match. The analysis results of these studies show that the improvement of Korean learners' writing skills does not lead to the improvement of learners' argumentative writing composition skills. It suggests that the problems that appear in the argumentative writing composition of Korean learners are not naturally corrected along with the improvement of the learner's writing ability. Therefore, in order to improve the ability of Korean learners to construct argumentative writing, it is necessary to prepare writing education for argumentative writing, not general writing education.
Since the Korean language proficiency test has limitations in evaluating the level of Korean learners' writing skills, it is necessary to establish a writing evaluation system that can evaluate Korean learners' writing skills. In the case of the topic test, there is a writing evaluation only in the topic test for intermediate and advanced Korean learners, so it is not possible to actually evaluate the writing ability of beginner learners. Therefore, it is necessary to prepare the evaluation system for writing that can evaluate all levels of Korean learners. the writing ability of Korean learners at all levels. In particular, in order to evaluate the argumentative writing composition of Korean learners, not only the form but also the context must be evaluated together.