위키 중재 제2언어 협력쓰기: 그룹, 페어, 개별 집단의 쓰기 결과물 및 형태습득 비교

박은희 한국멀티미디어언어교육학회 2019 멀티미디어 언어교육 Vol.22 No.4

Based on the sociocultural theory, the present study set out to investigate the effect of interaction between learners of English as a foreign language on their written products and in acquiring the target grammar during wiki-mediated writing. This study was conducted in three intact classes during the semester. Subjects were 83 Korean high school students who were assigned to three classes: individual writing , pair writing and small group writing. The writing tasks were to describe people in the picture using the target grammar. Regarding the written outcomes, the results showed that two collaborative writing classes used the target grammar more often than the individual writing group. However, there was no significant difference among the three classes in terms of acquiring target grammar though students in all three classes gained a greater deal of linguistic knowledge by means of wiki-mediated writing. Based on the results, the present study suggests that EFL students, even low-level students, need to have more chances to write in the second language using computers and web 2.0 tools. Hopefully, teachers and researchers keep trying to find intersections between second language writing and second language acquisition using web 2.0 tools.

The Effects of Drawing on Children’s Second Language Writing Skills via the Channel of Inner Speech

Ka Lai Evian Tong,Fung Ying Angela Siu The Pacific Early Childhood Education Research Ass 2024 Asia-Pacific journal of research in early childhoo Vol.18 No.2

Introduction Material and methods Results Discussion Conclusion Drawing on Vygotsky’s Socio-cultural Theory, this study directly compared the writing outcomes of emergent second language (L2) writers who adopted a drawing-led approach to a guided writing approach. While past research has investigated how drawing served as a mediator to facilitate social speech for better writing performance, little is known about the sheer effect of drawing on second language writing without oral language effect from socialization, via the channel of inner speech. This study involved a total of 90 kindergarten children (mean age 6 years 1 month, SD 3 months) from 5 kindergartens in Hong Kong. Through an English writing enhancement program, this study compared the writing outcomes of emergent L2 writers under two seemingly incompatible approaches using mixed methods approach. The results revealed that the drawing-led group significantly outperformed the guided writing group in text length; and drawing-led group with high English language proficiency level significantly outperformed the guided writing group in text complexity. Qualitative analysis also suggested children in the drawing-led group demonstrated higher level of flexibility in syntactic, semantic, and pragmatic language use, contributing to more elaborated pieces of writing. When instructional writing approaches have recently gained more interest under the current educational climate, these findings extend our knowledge on how drawing functions as a mental tool to facilitate intra-psychological stage of learning for better writing performance.

한국어교육에서 쓰기의 역할과 그 함의

정대현(Jung, Dae-Hyun) 협성대학교 교양학연구소 2014 교양학연구 Vol.1 No.1

그간 한국어교육에서 쓰기에 대한 평가가 제대로 이루어진 적이 없었다. 이는 쓰기의 역할에 대한 이해의 부족으로 인해 발생한 것으로 보인다. 따라서 본 연구에서는 쓰기의 역할에 대해서 고찰하되 한국어교육과 제2언어 습득의 연구 성과를 이론적인 측면과 연구 방법론적인 관점에서 탐색하였다. 한국어교육에서 쓰기에 대한 가치 평가가 소홀한 것은 한국어교육이 구어를 강조하는 서구 학계의 경향을 비판 없이 따른 것이며 이러한 현상은 특별한 주목 없이 은연중에 당연한 것으로 간주되어 왔다. 그러나이 연구에서는 쓰기가 문식력이 의사소통의 주제가 되는 교실, 즉 학문 목적의 대학 교실과 같은 곳에서 중추적인 역할을 담당하고 있다는 사실을 밝히고자 하였다. 예를 들어서 쓰기가 제2언어 습득에서 상당히 중요한 위상을 점하고 있다는 사실을 환기시 켰다. 그리고 한국어교육에서 “어떻게 학습자에게 한국어를 쓰게 할 것인가?”하는 연구 문제만큼이나 “학습자가 쓰기를 통하여 어떻게 한국어를 학습하는가?”하는 문제도 동일하게 중요하다는 점을 강조하였다. 이에 더 나아가 언어 변이, 복합 양상과 상호 작용적 접근, 언어 사회화라는 관점에서 쓰기 교육에 대한 한국어교육적 함의를 담아 내고자 하였다. This paper argues that writing should play a more prominent role in classroom-based studies of korean language as second language acquisition. It contends that an implicit emphasis on spoken language is the result of the historical development of the field of structuralist linguistics, linguistic anthropology, and interactive studies. Although writing as a communicative modality has been marginalized, it is key to understanding second language acquisition in contexts such as korean academic purpose classrooms where literacy plays a central role in communication and transmission of subject matter. In all, the paper argues that while it is important for classroom-based studies to investigate how students learn how to write in a second language, it is equally important to learn how students learn a second language through writing. Implications of this perspective are noted for notions of learner and target language variation, multimodality and language socialization, and interactionist approaches to classroom research

The hallmarks of L2 writing viewed through the prism of translation universals

이영희 경희대학교 언어정보연구소 2018 언어연구 Vol.35 No.S

Rooted in a perception that second language (L2) writing bears neither resemblance with nontranslated counterparts nor relation to translation, this article explores the untested terrain of revealing lexical and textual attributes unique to L2 writers' texts, thus identifying their linguistic qualities from the angle of translation universals. Setting plausible parameters to discern translational instances related to lexical and syntactical choices, this article argues that idiosyncratic properties shared by translated English may typify the hallmarks of L2 writing produced by non-anglophone scholars in English disciplines. By compiling the comparable corpora of English journal abstracts consisting of 638,764 tokens, it is shown how salient translational features arise in expert L2 writers' texts in compliance with corpus linguistics. Kruskal-Wallis tests are applied to evaluate linguistic indices that make Korean scholars' L2 writing distinct from native scholars’ original writing. On a substantial level, a general presumption on the interrelatedness between expert L2 writers' English and translational English has turned out to be warranted, meaning that Korean scholars' L2 writing can be marked by universals of simplification, normalization, explicitation, and convergence in their broad outlines. It can be deducible from the findings that regardless of L2 proficiency levels, second language writers may be destined to go through a ‘mental translation' as an inescapable cognitive mechanism during the L2 writing process, which in turn renders translational manifestations pervasive in the ‘product’ of L2 writing. The terminal pedagogical aim building metacognitive awareness to be mindful of second language processing, thus, this article concludes that expert L2 writers need to equip themselves with metacognitive strategies, thereby being consciously and explicitly aware of what to avoid and what to accept during the process of L2 writing entailing mental translation.

Writing-to-Learn in English: In-Class Timed Writing for Content Learning

이요안 한국영어교육학회 2012 ENGLISH TEACHING(영어교육) Vol.67 No.3

Second language writing research has focused on the learning-to-write approach whose analytic and pedagogical goal is to develop L2 learners’ writing proficiency. Equally important is the writing-to-learn approach that uses writing as a primary tool for content learning. Drawn from writing across the curriculum (WAC) movement in North America, the writing-to-learn approach integrates writing into content instructions across various disciplines. Considering that Korean universities have increased English-mediated courses, it is timely to explore how the writing-to-learn approach can be used for content learning in English. Writing in this approach is considered to demonstrate whether and how students understand and undertake the course content presented in the assigned readings. The present study examines in-class timed writings produced in a course for English majors at a university in Korea. The student writings were analyzed and classified into four distinctive categories in terms of how they use sources in their writings. The data analysis demonstrates the types of problems these students have in processing complex texts and specifies an array of distinctive skills they need to be fully proficient.

Perception on second language writing: Comparing two ESL learners

조영교 팬코리아영어교육학회 2014 영어교육연구 Vol.26 No.2

This study investigates how ESL (English as a Second Language) learners perceive their English writing and whether or not they have their own patterns in developing ideas in writing processes. This bi-focal ethnography compared two ESL writers (a 1.5 generation and an international ESL writer) studying in a US-based university in terms of their perception of processes in writing, criteria of good writing, and their writing needs and philosophy. Data were collected from multiple sources: writing conferences, semi-structured interviews, questionnaire, writing prompts and artifacts. Findings show that both writers suffer from lack of L2 lexical resources, thus having expanding vocabulary and selecting context-appropriate words as the primary needs for the improvement of their writing. The results also reveal the 1.5 generation writer spends a lot more time in global planning, while the international L2 writer concentrates more on well-written conclusion using more frequent local planning and revising. While writing is seen by both writers as channel for representation of their self, their perceptual differences involve composing processes and criteria for good writing, part of which is explainable by their different L2 proficiency. Discussion involves the role of meta-knowledge of L2 writing and the complexity of L1 influence in L2 writing

An Analysis of Variables Affecting Korean ESL Students’ English Writing Performance

Misook Kim,Dong Ju Lee 한국외국어교육학회 2019 Foreign languages education Vol.26 No.4

This study sought to investigate factors affecting the English writing performance of 30 Korean ESL students overseas. Also, examined were the relationship between L1 and L2 education levels and L2 writing performance, the relationship between English language proficiency and L2 writing performance and between length of residence and L2 writing performance. The participants were asked to write essays in their L1 and L2 along with a questionnaire. To analyze the data, two-way ANOVA and correlation were performed. The results showed there was no significant relation between L1 educational level and L2 writing performance, but there was a significant relation between L2 educational level and L2 writing performance. Also, English language proficiency and L2 writing performance were highly correlated. The length of residence of the participants in the U.S. and their L2 writing performance showed a weak correlation. Similarly, their L1 writing performance was not related to their L2 writing performance. These imply that students need to have adequate proficiency of English to write in their L2, and they need to receive a considerate number of years of formal education in their L2 for the success of L2 writing.

자기효능감과 학습동기 향상을 위한 글쓰기 연구

이소현 한국언어문화교육학회 2018 언어와 문화 Vol.14 No.1

This study aims to find out what types of writing can improve the self-efficacy and motivation of foreign students. According to many previous studies, self-reflection can improve student's self-efficacy. So this study investigates whether expressive writing about self-reflection using second language can improve foreign student's self-efficacy based on previous research. Also it examines whether expressive writing about self-reflection has a positive effect on the motivation of foreign students. In this study, foreign students were divided into two groups, and then they wrote a different types of writing. One group of students wrote an expressive writing about self-reflection. Another group of students wrote transactional writing such as descriptive writing or persuasive writing. As a result, both self-efficacy and motivation have improved significantly in both groups. However, self-efficacy of transactional writing group increased more than an expressive writing group unlike previous studies. In conclusion, this study revealed that the type of writing affecting positively the improvement of self-efficacy and motivation can be different in the second language learning and writing.

Enhancing EFL Students` English Writing Proficiency Through Group Writing

이정원 ( Jeong Won Lee ) 충남대학교 인문과학연구소 2012 인문학연구 Vol.42 No.4

본 연구의 목적은 영어 그룹 쓰기 방식에 대한 학생들의 태도를 살펴보고, 그룹 쓰기가 학생들의 영어 쓰기 능력을 향상시키는데 어떤 영향을 미치는 지를 알아보고자 함에 있다. 이를 위해 46명의 대학생을 대상으로 이들을 실험 집단(23명)과 통제 집단(23명)으로 나누어, 먼저 이들의 그를 쓰기 방식에 대 한 태도를 조사하기 위해 설문을 실시하였고, 실험 전에 학생들의 기본적인 영어 능력을 알아보기 위해 사전 테스트를 실시하였다. 약 7주간의 실험을 실시 한 후 실험 내용이 학생들의 영어 쓰기 능력에 어떠한 영향을 미쳤는지를 알아보기 위해 사후 테스트을 실시하였다. 연구 결과, 설문 조사에 따르면, 실험 집단의 학생들은 그룹 쓰기에 대해 전반적으로 긍정적인 태도를 보였으며, 개별 쓰기보다 그룹 쓰기를 더 선호하는 것으로 나타났다. 학생들의 영어 쓰기 능력과 관련한 결과에서 그룹 쓰기는 실험 집단 학생들의 전반적인 영어 쓰기 능력이 통제 집단 학생들의 실력보다 두드러지게 향상되었을 뿐만 아니라 영어 쓰기 기술을 구성하는 여러 하위 기술 구사 능력 향상에도 유의한 결과를 보인 것으로 나타났다. 결국 영어 그룹 쓰기 방식은 학습자의 영어 쓰기 능력 향상을 효과적으로 도울 수 있는 바람직한 영어 쓰기 교수 방식임을 알 수 있다. 따라서 영어 쓰기 지도 시 교사는 이 방식을 충분히 숙지한 후 학습자들의 수준과 수업 목적에 맞게 적절하게 활용할 필요가 있다. While writing in English is a substantially challenging skill for many second language learners to master, it is necessary for the teachers of English to find effective ways to increase students` writing proficiency, The purposes of the current study were to measure the degree that group writing helped to improve the students` English writing proficiency and to investigate their attitudes toward group writing. The subjects of the study were 46 second-year English major students at a university, The data were collected by means of questionnaires and pre-tests and post-tests, The questionnaires were designed to explore the students` attitudes toward group writing while the pre-and post-tests were administered both before and after the experiment of 7 weeks to find out any differences in the students` writing proficiency. The results of the study show that 1) group writing not only helped to improved their overall writing proficiency but it led to a significant improvement in sub-skills as well, especially organization, language use, and content; and 2) students had positive attitudes toward group writing. These findings suggest that group writing is a feasible solution to heighten the students` writing proficiency, Based on the findings, some suggestions were proposed in terms of the application of group writing in English writing classes.

제2언어로서의 한국어 쓰기 교육의 동향

조용준 ( Yong Joon Cho ) 한말연구학회 2012 한말연구 Vol.- No.31

This paper provides a brief historical sketch of L2 Korean writing research from 2005 to May in 2012. A total of 268 papers have been published during that period, and among them 93 articles are journal articles and 175 articles are MA theses and dissertations. One of notable characteristics of them is that MA theses are more than half of them; its total amounts to 166 papers. It is also notable that theoretically genre-based L2 writing research papers have been of great importance and academic writing among its areas accounts for a great part of them. Like in EFL/ESL writing research, researchers in the field of L2 Korean composition studies replicated many of L1 research studies. However, it has been pointed out that the two areas are different in numerous ways. Especially, some research found salient differences between L1 and L2 writing. First, it is found that composing processes and their subprocesses are different with regard to their planning, transcribing, and reviewing. Secondly, it is also noted that features of written texts are different between L1 and L2 writing. Specifically, their discoursal, morphosyntactic, and lexicosemantic features are various and their fluency, accuracy and quality of written texts are different. In addition, other major issues and the relevant findings from six areas of inquiry into L2 Korean writing are presented:1) the L2 writing process, 2) L2 writing feedback, 3) L2 writing instruction, 4) L2 writing curriculum and syllabuses, 5) genre analyses of L1 & L2 writers` texts, and 6) writing assessment. It is found that L2 writing is quite a complex process which involves participation of various factors and that the rising profile of second language writing and particularly of writing for academic purposes has also led to a proliferation of resources aimed at both teachers and students. Finally, new scope for future research is proposed based on the presented inadequacies of the existing L2 Korean writing instruction research.