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L2 에세이 쓰기 과정에 나타난 쓰기 계획의 성격 : 브레인스토밍과 아웃라인을 중심으로
문영인 한국외국어교육학회 2019 Foreign languages education Vol.26 No.1
This study is to describe the nature of planning as a cognitive writing process in L2 writing. It aims to examine how Korean EFL learners generate ideas and organize them. It also investigates the relationship between planning and the final product. Given a worksheet for planning, 39 university students were asked to write an argumentative essay during class. Based on their planning notes, five brainstorming types were identified: using the prompt/writing the position, mini-outlining, listing, mind mapping and free writing (in the order of frequency). In addition, the dominant use of L1 was found both in the brainstorming and the outlining. It was found that there was no statistically significant correlation between the amount of brainstorming and the quantity and quality of L2 writing. Only the amount of brainstorming in L2 had a statically significant correlation with the quantity of L2 writing (but not with the quality of L2 writing). In the case of outlining, a statistically significant correlation was found between its amount and the quantity of L2 writing. However, no statistically significant correlation was found between the amount of outlining and the L2 writing quality.
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Degrees of Preference for Writing and L1 Use Behaviors of L2 Writers
양은미 현대영어교육학회 2007 현대영어교육 Vol.8 No.3
This study examined the two aspects of Korean university students' English writing by proficiency. One is the relationship between the students' degrees of preference for L1 and L2 writing and their L2 writing proficiency; the other one is the different L1 use strategies including written and mental translation. Data were collected through questionnaires from 72 subjects and subsequent interviews were administered. The results revealed that the degree of the students' preference for L1 writing has a strong correlation with their preference for L2 writing. Furthermore, the correlation between the preference for L1 writing and their L2 writing proficiency was very high. In the mean time, the students' L1 was found to play an important role during their L2 writing process, and the ways of employing translation strategies varied by proficiency.
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Degrees of Preference for Writing and L1 Use Behaviors of L2 Writers
( Eun-mi Yang ) 현대영어교육학회 2007 현대영어교육 Vol.8 No.3
This study examined the two aspects of Korean university students' English writing by proficiency. One is the relationship between the students' degrees of preference for L1 and L2 writing and their L2 writing proficiency; the other one is the different L1 use strategies including written and mental translation. Data were collected through questionnaires from 72 subjects and subsequent interviews were administered. The results revealed that the degree of the students' preference for L1 writing has a strong correlation with their preference for L2 writing. Furthermore, the correlation between the preference for L1 writing and their L2 writing proficiency was very high. In the mean time, the students' L1 was found to play an important role during their L2 writing process, and the ways of employing translation strategies varied by proficiency.
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