학습자의 언어능력 및 학습 환경에 따른 EFL 글쓰기에 있어서의 어휘 활용 = Vocabulary Use in EFL Writing: According to Learners' Language Proficiency and Learning Context

다국어 초록 (Multilingual Abstract)

The study examined EFL learners' vocabulary use in their writing according to the learners' language proficiency level and learning context. Invitation letters written by 94 university students were analyzed according to type-token ratio (TTR) and lexical frequency profile (LFP) as measures of lexical diversity and lexical sophistication, respectively. The students were first grouped according to their English proficiency level based on their TOEIC scores, and later according to the number of semesters that they had enrolled in the English Conversation courses, which provide a productive-skills focused EFL learning context. Descriptive statistics were calculated for the TTR and LFP measures, followed by Multivariate Analysis of Variance (MANOVA) tests of these measures according to proficiency level and number of semesters. Differences in lexical diversity and lexical sophistication measures were significant only according to the number of semesters the students had enrolled in the English Conversation courses. Implications for language teaching and learning are also discussed.