한국어 학습자의 쓰기 수행에 영향을 미치는 어휘 능력 요인 분석 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the lexical competence factors influencing Korean learners’ writing performance by operationalizing lexical competence into objective and measurable indices applicable to learner texts and examining the validity and explanatory power of each index. To achieve this goal, lexical competence indices were extracted from learners’ written productions, and their relationships with proficiency level and writing performance were analyzed in order to select representative indices. Subsequently, the explanatory power and relative influence of these representative indices on the subdomains of writing performance were examined, thereby identifying the key lexical competence factors influencing the writing performance of intermediate and advanced Korean learners.
First, this study sought to derive quantitative and qualitative lexical competence factors related to writing performance and to operationalize them into measurable indices applicable to learner texts. Quantitative factors included lexical diversity, lexical density, lexical sophistication, and lexical error rate, while qualitative factors included collocation, lexical repetition cohesion, conjunctive cohesion, and topic-based semantic similarity.
Second, representative indices that significantly distinguished learners’ proficiency levels and demonstrated meaningful relationships with writing performance were identified. Among the quantitative factors, CTTR, lexical density, the proportion of low-frequency vocabulary, error rate per token, and error rate per sentence were selected as representative indices. Among the qualitative factors, collocation token ratio, local cohesion, conjunctive diversity, and cosine similarity were selected as representative indices.
Third, the study analyzed the explanatory power and relative influence of the representative indices on the subdomains of writing performance in order to identify the core lexical competence factors influencing writing performance. The results revealed that lexical sophistication, lexical error rate, lexical repetition cohesion, and topic-based semantic similarity were the key factors influencing the writing performance of intermediate learners. In contrast, lexical diversity, lexical density, lexical sophistication, lexical error rate, lexical repetition cohesion, and topic-based semantic similarity were identified as the key factors influencing the writing performance of advanced learners. Furthermore, the findings showed that, at the advanced level, multiple lexical factors interact in complex ways and that even the same lexical factor may influence different subdomains of writing performance in different ways.
This study is significant in that it identified the lexical competence factors influencing Korean learners’ writing performance by operationalizing the components of lexical competence into measurable indices observable in actual learner texts and empirically examining their relationships with writing performance. In addition, by dividing writing performance into the subdomains of content, organization, and language use and identifying the lexical competence factors affecting each domain, this study provided a more detailed explanation of the relationship between lexical competence and writing performance. In particular, the findings confirmed that the same lexical competence factor may exert different influences depending on the specific subdomain of writing performance.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구의 목적 및 필요성 1
• 1.2. 선행 연구 검토 4
• 1.2.1. 어휘 사용의 양적 측면 분석 연구 4
• 1.2.2. 어휘 사용의 질적 측면 분석 연구 8
• 1.2.3. 어휘 사용과 쓰기 수행 분석 연구 11
• 1.3. 연구 문제 및 논의의 구성 16
• 1.4. 주요 용어의 정의 17
• 1.4.1. 어휘 능력의 구성 요인 17
• 1.4.2. 쓰기 수행과 쓰기 수행의 세부 영역 18
• 2. 이론적 배경 20
• 2.1. 어휘 능력의 범위 20
• 2.1.1. 어휘 능력의 개념과 구성 20
• 2.1.2. 표현 어휘 능력 26
• 2.2. 담화 구성 요소로서의 어휘 28
• 2.2.1. 결속성의 개념과 유형 28
• 2.2.2. 응집성의 개념과 특성 34
• 2.3. 어휘 능력의 구성 요인 및 측정 지표 37
• 2.3.1. 어휘 능력의 구성 요인 도출 37
• 2.3.2. 어휘 능력의 양적 요인 측정 지표 41
• 2.3.3. 어휘 능력의 질적 요인 측정 지표 54
• 3. 연구 방법 70
• 3.1. 연구 대상 70
• 3.2. 어휘 능력 지표 산출 77
• 3.2.1. 형태소 분석 77
• 3.2.2. 어휘 능력 요인별 지표 산출 79
• 3.3. 쓰기 수행 수준 판별 92
• 4. 어휘 능력 지표의 타당성 검증 98
• 4.1. 타당성 검증 기준 98
• 4.2. 어휘 능력의 지표 검증 103
• 4.2.1. 어휘 능력의 양적 지표 검증 103
• 4.2.2. 어휘 능력의 질적 지표 검증 119
• 4.3. 대표 지표 선정 139
• 5. 쓰기 수행에 영향을 미치는 어휘 능력 요인 규명 145
• 5.1. 중급 학습자의 어휘 능력 요인 분석 146
• 5.1.1. 중급 학습자 대표 지표의 설명력 분석 146
• 5.1.2. 중급 학습자의 핵심 어휘 능력 요인 도출 165
• 5.2. 고급 학습자의 어휘 능력 요인 분석 171
• 5.2.1. 고급 학습자 대표 지표의 설명력 분석 171
• 5.2.2. 고급 학습자의 핵심 어휘 능력 요인 도출 189
• 6. 논의 및 제언 198
• 6.1. 연구 결과에 대한 논의 198
• 6.2. 교육적 제언 204
• 7. 결론 208
• 참고문헌 211
• ABSTRACT 232