ABSTRACT

This study explores writing in Korean as an additional language in the United States and South Korea, focusing on learners’ perceptions, attitudes, and informal writing practices outside the class. As sociolinguistic characteristics of a language such as the status and tradition of writing affect learners’ views and practices, this study includes three groups of learners: foreign and heritage language learners of Korean in the United States and second language learners of Korean in South Korea. The analyses of survey and interview data reveal that: (1) writing was ranked lowest in terms of learners’ perceived current proficiency as well as their projected future proficiency in both the contexts; (2) learners in both contexts valued writing in Korean at a moderate level but ranked it secondary to speaking in Korean and to writing in English; and (3) writing for social media and texting were the most popular writing practices by all the learners who yet adopted divergent dimensions of writing. The results indicate the complex interaction between sociolinguistic characteristics of Korean language and unique contextual factors, notably language ideologies, suggesting that the discussion of a non-English writing consider the hegemony of English literacy, which encompasses any L2 writing context.

摘要

这项研究探讨了韩语作为美国和韩国另一种语言的写作，重点关注学习者在课堂外的看法，态度和非正式写作习惯。由于语言的社会语言特征（例如写作的地位和传统）会影响学习者的观点和实践，因此该研究包括三类学习者：美国韩语的外国和传统语言学习者以及韩国韩语的第二语言学习者。对调查和访谈数据的分析表明：（1）在这两种情况下，写作在学习者目前的熟练程度以及预期的将来熟练程度方面排名最低；（2）在这两种情况下，学习者都对韩语写作持中等水平，但将其排在韩语口语和英语写作之后；（3）面向社交媒体和短信的写作是所有仍采用不同写作维度的学习者最受欢迎的写作习惯。结果表明，朝鲜语的社会语言特征与独特的语境因素（尤其是语言意识形态）之间的复杂相互作用，这表明非英语写作的讨论考虑了英语素养的霸权性，它涵盖了任何第二语言写作环境。