The role of reading ability and various indicators of good writing in predicting Korean EFL learner’s writing quality
- 주제(키워드) L2 writing
- 발행기관 고려대학교 대학원
- 지도교수 강유선
- 발행년도 2012
- 학위수여년월 2012. 2
- 학위구분 석사
- 학과 일반대학원 영어교육학과
- 세부전공 영어교육학전공
- 원문페이지 46 p
- 실제URI http://www.dcollection.net/handler/korea/000000033876
- 본문언어 영어
- 제출원본 000045694272
초록/요약
These days the ability to write well has become a very important index of success in becoming a competent member of the language community, and the classroom literacy practice focuses on ‘writing’ since it has crucial importance of success in variety of situations and professions. Since promoting writing development in a classroom instruction became essential, the relationship between different factors contributes in good writing also became an important question to investigate. In fact plenty of L1 and L2 writing research has investigated different factors that contribute in developing the quality of writing in both L1 and L2 (Beers & Nagy, 2009; Cox, Shanahan, & Tinzmann, 1991; Crossley & McNamara, 2010; Daller, Van Hout, & Treffers-Daller, 2003; Engber, 1995; Ferris, 1994; Goodfellow, Lamy, & Jones, 2002; Haan & Esch, 2005; Hinkel, 2001, 2003; Jafarpur, 1991; Jarvis, 2002; Jin, 2001; Liu & Braine, 2005; McNamara, Crossley, & McCarthy, 2010, Pongsiriwet, 2001; Zhang, 2000), and shown that both linguistic competence and the discourse competence are required to be a competent writer. Thus, writing competence requires more than writers’ ability to produce accurate and complex language form in sentence level, but also includes ability to use formal language form with presence of good logical flow. Because writing competence requires multiple abilities, becoming a good writer may be difficult for language learners. Moreover becoming a competent writer is more challenging in EFL context, where students have limited L2 proficiency with fewer chances to produce extended discourse in L2. Along with the writing competence, another factor that needs to be considered in overall L2 writing development is language learners’ reading ability. It is consensus that reading ability is a germane component in writing development, and several studies on L2 writing have found that writing is likely to be a skill simultaneously developed as the reading ability of L2 learners develops towards higher proficiency level (Grabe, 2003; Krashen, 1984; Kennedy, 1985). Considering that L2 instruction places heavy emphasis on the receptive skill, the role of reading ability needs to be considered as an important factor in overall writing development. Although it is important to consider multiple factors or skill that influences the writing quality in order to identify the model explaining good writing, most of existing studies that investigated L2 writing has focused on certain linguistic aspect of writing and investigated its relationship with the quality of writing (Chafe, 1982; Cox, Shanahan, & Sulzby, 1990; Engber, 1995; Ferris, 1994; Jin, 2001; Laufer & Nation 1995; Liu & Braine, 2005; Pongsiriwet, 2001). Thus, there is a need to consider multiple factors that are identified as the possible indicators of the writing development and investigate their relationship with overall writing quality in EFL context.
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Index
I. Introduction………………………………………………………………..….3
II. Background………………………………………………………………...….5
A. Indicators of writing quality……………………………..……………….5
i. Cohesion……………………………………………………..……6
ii. Written discourse features…………………………..….……...…….7
iii. Syntactic complexity……………………………………………..….8
iv. Lexical diversity…………………………………………............…10
B. Writing and reading…………………………………………..…….....11
C. Research question…………………………………………..……….......13
III. Methodology…………………………………………………….………..….14
A. Participants……………………………………………….…………..…14
B. Data collection…………………………………………….………….....14
i. Reading task………………………………………….………….....15
ii. Writing task………………………………………….……………..15
C. Measurements………………………………………….……..…………16
i. Holistic scoring………………………………….……….………...16
ii. Use of cohesive devices…………………………...…….…………17
iii. Use of written discourse features………………….…….….……...19
iv. Syntactic complexity………………………….………….….……..20
v. Lexical diversity…………………………………………..….…….20
IV. Result………………………………………………………….…….……….22
A. Means and standard deviations (Table 1)……………….…….………...22
B. Correlation between writing quality and other variables (Table 2)…..…25
C. Regression analysis predicting writing quality 1 (Table 3)…………..…27
D. Regression analysis predicting writing quality 2 (Table 4)…….…….…28
V. Discussion and conclusion…………………………………………………..29
Reference………………………………………………………………………....36
Appendix ……………………………..……………..……………………………43
