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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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김세영 ( Kim Seyoung ),백승현 ( Baek Seunghyun ) 한국외국어대학교 외국어교육연구소 2021 외국어교육연구 Vol.35 No.1
본 연구의 목적은 EFL(English as a foreign language)환경에서 L2-영어 쓰기능력과 쓰기 능력에 미치는 잠재적 요인들과의 관계를 살펴보고 L2 쓰기능력의 예측요인을 규명하는 것이다. 40명의 한국 대학생들을 대상으로 L2 쓰기 전략에 관한 설문지와 L2 쓰기능력측정을 위한 에세이 테스트를 실시하였다. 측정 후 상관분석과 회귀분석을 시행하여 다음과 같은 결과를 도출하였다: (1) 상위인지전략, 인지전략, 그리고 학습방식유형은 L2 쓰기능력과 높은 상관 관계가 있었다. (2) L2 쓰기능력을 예측할 수 있는 주요요인은 상위인지전략과 인지전략이었다. 더욱 중요한 것은 이 두 종류의 전략은 다른 L2 쓰기요인을 통제 하였을 때 각각 L2 쓰기능력에 상당한 영향력을 미쳤다. 본 연구의 결과는 상위인지전략과 인지전략을 활용하는 L1-한국어 L2-영어 대학생 쓰기학습자들은 L2 쓰기과제를 잘 수행할 수 있다는 것을 의미한다. 교육적 측면에서 L2-영어 교사들은 이러한 점들을 잘 인지하여 L2 쓰기 학습자들이 상위 인지영역과 인지영역에 관련된 활동을 적극적으로 격려해야 할 것이다. The purpose of this study was to explore the relationship of the crucial factors that affect L2-English writing in an EFL setting to L2 writing performance and furthermore investigate the significant predictors of L2 writing ability. Forty students enrolled in a university were recruited and they responded to a questionnaire survey on L2 writing strategies and an essay test on their good memory. Based on correlation and regression analyses, the results showed that (1) meta-cognitive/cognitive strategy and learning style of L2 writing were strongly correlated with L2 writing performance, and (2) meta-cognitive and cognitive strategy were strong predictors of L2 writing ability. More importantly, meta-cognitive (17.2%) and cognitive strategy (7.6%) each significantly contributed unique variance to L2 writing ability controlling after other L2 writing related variables such as learning style, motivation and attitude, and L1 use. The current findings suggest that Korean L2-English writers with a use of both meta-cognitive and cognitive writing strategies are more likely to perform better on L2 writing. Pedagogically, L2-English teachers should be well aware of these strategies and encourage them to actively engage in meta-cognitive and cognitive writing activities.
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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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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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The Role of Korean EFL Writers’ L1 in L2 Writing: Performance and Process
박혜숙,이호정 대한영어영문학회 2018 영어영문학연구 Vol.44 No.3
This study explores how Korean EFL writers use their L1 when composing in their L2 by analyzing their writings, the questionnaire responses and interviews. Nineteen college students performed four in-class writing tasks in class and completed the questionnaire and five joined the interview sessions. Analyses of their writings revealed that there were not any statistically significant differences between the two writing mode (direct vs translated mode), regardless of the writing genre. The responses to the questionnaire and interviews reflected that college students were inclined to prefer the direct mode to the translated mode, and that they “visibly or invisibly” used their L1 as a useful resource when composing in L2, though the extent and manner of L1 use varied with the learners’ L2 proficiency and learning experiences. Some pedagogical suggestions are provided in the end.
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EFL Learners’ Direct vs. Translated Writing in Different Writing Genres
이정원,윤경옥 한국영어교육학회 2017 ENGLISH TEACHING(영어교육) Vol.72 No.2
The present study aimed at exploring the differences in EFL learners’ writing performance in two writing modes (direct and translated writing) in two writing genres (argumentation and narration) depending upon their L2 writing proficiency. For this study, 46 college freshmen (43.5% of high level and 56.5% of low level) performed four writing tasks individually. The results of the study are as follows: 1) their writing performance in the direct mode was significantly better regardless of genre and L2 writing proficiency, although there were substantial differences between the two genres in the degree of significance; 2) their writing performance in argumentative prose was significantly better only in the direct mode; and 3) only for low-level learners in the direct mode, there were significant differences in their performance in the writing genre, favoring argumentation. Theoretical and pedagogical relevance of the findings is addressed.
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