This is an attempt to analyse Korean academic texts to formulate efficient approachesudfor teaching Korean academic writing with a consideration on the current circumstancesudof teaching Korean as a foreign language in Korea.udAs the number of foreign learners who are learning the Korean language forudacademic purposes has significantly increased, it becomes necessary to investigateudspecific features of Korean academic texts and apply the features to the real context ofudteaching Korean writing, to satisfy the current Korean language learners’ academicudneeds.udThus, this dissertation has analysed 16 Korean abstracts from postgraduateuddissertations written by 16 native speakers of Korean to explore specific features ofudKorean academic texts. Through the analysis, the researcher discovered that Koreanudabstracts as examples of Korean academic genres don’t follow the four-part pattern, kisung-udchon-kyul, asserted by Eggington (1987). In contrast, they have a three-partudpattern (1) purpose (2) summary of structure (3) conclusion, or a four-part patternudadding ‘background of the study’ to the three-part pattern. Moreover, the results haveudshown that Korean academic texts are rather direct and explicit when making audcomparison between the structures of Korean abstracts and a CARS model which wasudsuggested by Swales (1990b).udAfter the analysis, a teaching model of Korean academic writing that was developed and applied in the real context of teaching Korean, is also discussed.udConsequently, it is essential for Korean language learners to have a clear awarenessudabout the way of using the different conventional patterns of organization to writeudsuccessful academic texts in Korean. For this reason, Korean language teachers andudresearchers should pay more attention to the text-based genre analyses on Koreanudacademic texts for efficient teaching of Korean academic writing to the learners.
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