A Study on Inferential Approaches in Argumentative Writing Tasks in Korean for Academic Purposes Textbooks

This study aims to analyze the inferential approaches embedded in argumentative writing tasks presented in academic writing textbooks for foreign learners, with the goal of seeking directions for task design in future academic argumentative writing education. For this purpose, ten textbooks developed for academic writing instruction were examined, and the inferential approaches in their argumentative writing tasks were analyzed according to six criteria. The findings show that while many textbooks address fundamental concepts, explanations, and exercises related to the format and components of argumentative writing, they lack sufficient activities that promote inferential processes such as inductive and deductive reasoning. Based on this analysis, the study argues that future academic writing textbooks should develop tasks that enable international students to systematically employ cognitive inferential strategies grounded in clear claims and supporting evidence. The significance of this study lies in its examination of inferential task approaches in academic writing textbooks and its contribution to suggesting directions for improving argumentative writing education in academic contexts.