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Revision Types and Their Effects on Writing: A Case Study of Korean College Students
김훈밀 팬코리아영어교육학회 2014 영어교육연구 Vol.26 No.4
The present study investigated in-depth the revision behaviors of six Korean college students during English composition across three revision sessions over a semester and identified: (1) the types and the frequencies of revisions made by Korean learners of English; (2) the effect of each revision type on writing quality; and (3) the factors affecting students’ revision behavior. The analyses showed that Korean college students made twice as many revisions on features concerning grammar and expression than on aspects relating to ideas and structure. While the students made more revisions in the second session than in the first, they made fewer revisions in the third session, possibly due to heavy workload near the semester end. However, the number of Type 3 revision (extension/reduction of idea units) increased consistently across sessions. Type 3 and 4 revisions, involving global and meaning-level changes, were found to be strongly associated with improvement in the quality of the subsequent drafts. As for the factors affecting students’ revision behavior, students’ perception on the benefits of revision was found to be more influential over other factors such as students’ L2 proficiency and prior revision experiences.
AB 번역에 나타나는 문법오류 유형 분석 및 번역 성취도와의 관계 연구
김훈밀(Kim Hoonmil) 한국통번역교육학회 2015 통번역교육연구 Vol.13 No.1
In this study, 27 sets of Korean-to-English translation work by undergraduate students were analyzed for grammatical errors. Errors were tallied by type and by student, from which five high-level categories of grammatical errors were defined: ‘article-bound’, ‘preposition-bound’, ‘verb-bound’, ‘other POS’, and ‘faulty sentence’. Analysis revealed a significant and strong correlation was found between translation scores and total number of grammatical errors of each student (r = .82, p < .01), indicating that the grammatical error was the single strongest factor in predicting undergraduate students’ scores on Korean-to-English translation. Then the students were divided into high and low groups. MANOVA was run between the students’ translation scores(IV) and the number of errors in each of the five high-level error categories(DVs). The result showed that the high and the low groups differed significantly on five error categories(η² = .611, p < .01). ‘Faulty sentence’ was found to have the strongest correlation with the translation scores followed by ‘preposition-bound’ and ‘verb-bound’.