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Comparing Summaries of a Narrative Story Produced under Different Conditions
Taeko Kamimura 범태평양 응용언어학회 2019 범태평양응용언어학회지 Vol.23 No.1
The purpose of the present study was to investigate whether Japanese university EFL students produce summaries of a narrative story differently under two different conditions: When they refer to the original text and when they do not do so. Specifically, the study examined the students’ use of selection and deletion rules as well as paraphrasing strategies. Both quantitative and qualitative analyses were conducted. The results of the analysis revealed that, when they referred to the original text, the students produced summaries that included more idea units with details, longer and syntactically more complex sentences, and a variety of transitions. On the other hand, without the original passage, the students wrote summaries that were concise, with the focus on main idea units, and that used syntactically less complex sentences, but extensive paraphrases. These results suggest that EFL teachers need to carefully examine the use of the original text in a summarizing task. Producing a summary without an original text is seldom practiced in regular EFL classrooms in Japan. However, EFL teachers need to consider the potential pedagogical effectiveness of producing summaries without an original text if they want to develop their students’ spontaneous paraphrasing skills.
Citation Behaviors Observed in Japanese EFL Students` Argumentative Writing
( Taeko Kamimura ) 범태평양응용언어학회 2014 범태평양응용언어학회지 Vol.18 No.1
Effective use of outside source texts is one of the key components of successful academic writing. This study aims at clarifying Japanese university EFL students` citation behaviors in producing argumentative writing. Twenty-six Japanese university EFL students wrote an argumentative essay. Their essays were analyzed quantitatively by six measures: languages of sources, credibility of sources, kinds of sources, citation strategies, references in essays, and reference lists in essays. The results of the analysis revealed that the students tended to (1) rely on Japanese, rather than English, sources; (2) distinguish credible from non-credible sources; (3) favor books and online materials as sources; (4) use data as well as direct quotations and verbatim translations as citation strategies; (5) properly cite sources in their own essays; and (6) list sources in a reference section. A qualitative sample analysis was conducted to examine actual instances of both effective and ineffective citation practices manifested by a student writer. The study suggests that it is necessary to integrate four language skills into writing instruction, to understand each student`s citation behavior from the developmental perspective, and to prepare more precise guidelines for the use of online materials.
Skilled and Unskilled Japanese EFL Student Writers` Narrative Story Production
( Taeko Kamimura ) 범태평양응용언어학회 2016 범태평양응용언어학회지 Vol.20 No.1
A study was conducted to examine the differences in narrative essays produced by skilled and unskilled EFL student writers. Twenty-six Japanese university students participated in the study. They were told to write a narrative story based on six-frame pictures. The students were classified into two groups, skilled and unskilled, according to the holistic scores assigned to their compositions. Each student`s composition was analyzed at both the sentence and discourse levels. The results of analysis revealed several differences between the two groups of writers at the sentence level. Namely, compared with the unskilled writers, the skilled writers tended to produce longer essays where a larger number of adjective and adverb subordinate clauses were used and where fewer errors were found. At the discourse level, the skilled writers tended to incorporate all the components of the story grammar, whereas several unskilled writers failed to include such components as Setting and Reaction. The skilled writers also used a variety of discourse styles to delineate characters` actions and psychology, but their unskilled counterparts employed only a few discourse types for describing characters` inner states of mind. The paper concludes by suggesting the importance of developing students` knowledge of narrative writing and providing them with opportunities to translate that knowledge into actual production of narrative writing.