본문 바로가기
KERD
논문KCI 등재

Does Reading Mediate the Relation Between Productive Vocabulary and Writing or Is It the Other Way Around?

강유선|문영선
한국영어교육학회 (Korea Association Of Teachers Of English)|2023.12|영어교육 (English Teaching)|제78권 제4호|pp. 249-270|DOI 10.15858/engtea.78.4.202312.249

1

조회

0

다운로드

1

인용

0

참고문헌

키워드

writingreading comprehensionreceptive vocabularyproductive vocabularyadvanced Korean EFL learners
주제분류영어와문학

초록

This study investigated whether the framework of writing for English learners should be guided by the well-established reading-writing relation or by the receptive and productive nature of literacy skills. The writings of 209 advanced English learners in Korea were analyzed in relation to receptive and productive vocabulary knowledge and reading comprehension while controlling for writing fluency. Two sets of structural equation models were fitted: (1) productive skills (productive vocabulary and writing fluency) mediating receptive skills (receptive vocabulary and reading) and (2) reading mediating receptive and productive vocabulary knowledge. The results supported the second model in which reading completely mediated the contribution of receptive and productive vocabulary to writing. Although there were no direct effects of receptive and productive vocabulary knowledge, both had significant indirect effects on writing through reading and writing fluency. These results show that reading has a strong direct effect on writing above and beyond vocabulary, and that vocabulary knowledge contributes to writing development through reading.

Abstract

This study investigated whether the framework of writing for English learners should be guided by the well-established reading-writing relation or by the receptive and productive nature of literacy skills. The writings of 209 advanced English learners in Korea were analyzed in relation to receptive and productive vocabulary knowledge and reading comprehension while controlling for writing fluency. Two sets of structural equation models were fitted: (1) productive skills (productive vocabulary and writing fluency) mediating receptive skills (receptive vocabulary and reading) and (2) reading mediating receptive and productive vocabulary knowledge. The results supported the second model in which reading completely mediated the contribution of receptive and productive vocabulary to writing. Although there were no direct effects of receptive and productive vocabulary knowledge, both had significant indirect effects on writing through reading and writing fluency. These results show that reading has a strong direct effect on writing above and beyond vocabulary, and that vocabulary knowledge contributes to writing development through reading.

참고문헌 (53)

  1. Abbott, R. D., "Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7", Journal of Educational Psychology, 102(2), pp.281~298 (2010)
  2. Ahmed, Y., "Developmental relations between reading and writing at the word, sentence, and text levels : A latent change score analysis", Journal of Educational Psychology, 106(2), pp.419~434 (2014)
  3. Allen, L. K., "Reading comprehension components and their relation to writing", L’année Psychologique, 114(4), pp.663~691 (2014)
  4. Babayiğit, S., "Modeling the relationships between cognitive–linguistic skills and literacy skills : New insights from a transparent orthography", Journal of Educational Psychology, 103(1), pp.169~189 (2011)
  5. Berninger, V. W., "Handbook of Writing Research", pp.96~114 (2006), The Guilford Press
  6. Carson, J. E., "Reading-writing relationships in first and second language", TESOL Quarterly, 24(2), pp.245~266 (1990)
  7. Chenoweth, N. A., "Fluency in writing : Generating text in L1 and L2", Written Communication, 18(1), pp.80~98 (2001)
  8. Choi, I. -C., "The impact of EFL testing on EFL education in Korea", Language Testing, 25(1), pp.39~62 (2008)
  9. 최지혜, "Examining the Relationship between Reading and Writing of Advanced Korean EFL Learners", 응용언어학, 34(1), pp.91~116 (2018), 한국응용언어학회[DOI]
  10. 최연희, "Roles of Receptive and Productive Vocabulary Knowledge in L2 Writing through the Mediation of L2 Reading Ability", 영어교육, 72(1), pp.3~24 (2017), 한국영어교육학회
  11. Crossley, S. A., "Text readability and intuitive simplification : A comparison of readability formulas", Reading in a Foreign Language, 23(1), pp.84~101 (2011)
  12. Crossley, S. A., "Assessing text readability using cognitively based indices", TESOL Quarterly, 42(3), pp.475~493 (2008)
  13. Dockrell, J. E., "The impact of oral language skills on the production of written text", BJEP Monograph Series II, Number 6-Teaching and Learning Writing, 45(62), pp.45~62 (2009)
  14. Durgunoğlu, A. Y., "Cross-linguistic transfer in literacy development and implications for language learners", Annals of Dyslexia, 52(1), pp.189~204 (2002)
  15. Enright, M. K., "Complementing human judgment of essays written by English language learners with e-rater® scoring", Language Testing, 27(3), pp.317~334 (2010)
  16. Fitzgerald, J., "Reading and writing relations and their development", Educational Psychologist, 35(1), pp.39~50 (2000)
  17. Grabe, W., "Reading-writing relationships in first and second language academic literacy development", Language Teaching, 49(3), pp.339~355 (2016)
  18. Graesser, A. C., "Coh-Metrix:Analysis of text on cohesion and language", Behavior Research Methods, Instruments & Computers, 36(2), pp.193~202 (2004)
  19. Graham, S., "Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction", The Elementary School Journal, 119(3), pp.487~510 (2019)
  20. Graham, S., "Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review", Reading and Writing, 27(9), pp.1703~1743 (2014)
  21. Hedgcock, J., "Differing reading-writing relationships in L1 and L2literacy development?", TESOL Quarterly, 27(2), pp.329~333 (1993)
  22. Jeon, J., "Issues for English tests and assessments: A view from Korea", Language Assessment in Asia: Local, Regional or Global, 4, pp.53~77 (2010)
  23. Johnson, M. D., "The effect of planning sub-processes on L2 writing fluency, grammatical complexity, and lexical complexity", Journal of Second Language Writing, 21(3), pp.264~282 (2012)
  24. Kim, Y. -S. G., "Structural relations of language and cognitive skills, and topic knowledge to written composition : A test of the direct and indirect effects model of writing", British Journal of Educational Psychology, 90(4), pp.910~932 (2020)
  25. Kim, Y. -S. G., "Relations between reading and writing : A longitudinal examination from grades 3 to 6", Reading and Writing, 31(7), pp.1591~1618 (2018)
  26. Koda, K., "Reading and language learning : Crosslinguistic constraints on second language reading development", Language Learning, 57(1), pp.1~44 (2007)
  27. Laufer, B., "The development of passive and active vocabulary in a second language:Same or different?", Applied Linguistics, 19(2), pp.255~271 (1998)
  28. 이신웅, "Korean EFL University Students’ English Vocabulary Size and Their Writing Proficiency", 영어교과교육, 13(2), pp.21~43 (2014), 한국영어교과교육학회[DOI]
  29. Lee, S. H., "ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction", System, 31(4), pp.537~561 (2003)
  30. Llach, M. del P. A., "Examining the role of L2 proficiency in L2 reading-writing relationships", Complutense Journal of English Studies, 18, pp.35~52 (2010)
  31. Lu, X., "Automatic analysis of syntactic complexity in second language writing", International Journal of Corpus Linguistics, 15(4), pp.474~496 (2010)
  32. MacArthur, C. A., "Handbook of Writing Research" (2008), Guilford Press
  33. MacGinitie, W. H., "Gates–MacGinitie Reading Tests" (2000), Riverside Publishing
  34. MacGinitie, W. H., "Gates–MacGinitie Reading Tests Technical Reports" (2002), Riverside Publishing
  35. Maskor, Z. M., "Receptive vocabulary knowledge or productive vocabulary knowledge in writing skill, which one important", International Journal of Academic Research in Business and Social Sciences, 6(11), pp.261~271 (2016)
  36. Miralpeix, I., "Receptive vocabulary size and its relationship to EFL language skills", International Review of Applied Linguistics in Language Teaching, 56(1), pp.1~24 (2018)
  37. 문영선, "Does Reading and Vocabulary Knowledge of Advanced Korean EFL Learners Facilitate Their Writing Performance?", Journal of Asia TEFL, 16(1), pp.149~162 (2019), 아시아테플
  38. 오은주, "The Contributions of Planning, L2 Linguistic Knowledge and Individual Differences to L2 Writing", Journal of Asia TEFL, 12(2), pp.45~85 (2015), 아시아테플
  39. Olinghouse, N. G., "The relationship between vocabulary and writing quality in three genres", Reading and Writing, 26(1), pp.45~65 (2013)
  40. Pae, T. -I., "A simultaneous analysis of relations between L1 and L2 skills in reading and writing", Reading Research Quarterly, 54(1), pp.109~124 (2019)
  41. Palviainen, A., "Development of L2 writing : Fluency and proficiency", AFinLA-e : Soveltavan Kielitieteen Tutkimuksia, 4, pp.47~59 (2012)
  42. Schoonen, R., "Are reading and writing building on the same skills? The relationship between reading and writing in L1 and EFL", Reading and Writing, 32(3), pp.511~535 (2019)
  43. Schoonen, R., "Modeling the development of L1 and EFL writing proficiency of secondary school students", Language Learning, 61(1), pp.31~79 (2011)
  44. Shanahan, T., "A developmental comparison of three theoretical models of the reading-writing relationship", Research in the Teaching of English, 22(2), pp.196~212 (1988)
  45. Silverman, R. D., "The relationship between language skills and writing outcomes for linguistically diverse students in upper elementary school", The Elementary School Journal, 116(1), pp.103~125 (2015)
  46. Sparks, R., "Long-term crosslinguistic transfer of skills from L1 to L2", Language Learning, 59(1), pp.203~243 (2009)
  47. Stæhr, L. S., "Vocabulary size and the skills of listening, reading and writing", Language Learning Journal, 36(2), pp.139~152 (2008)
  48. Van Waes, L., "Fluency in writing : A multidimensional perspective on writing fluency applied to L1 and L2", Computers and Composition, 38, pp.79~95 (2015)
  49. Vasylets, O., "The effects of working memory and L2 proficiency on L2writing", Journal of Second Language Writing, 52, pp.100786~ (2021)
  50. Webb, S., "Receptive and productive vocabulary sizes of L2 learners", Studies in Second Language Acquisition, 30(1), pp.79~95 (2008)
  51. Second language development in writing: Measures of fluency, accuracy, and complexity, "Wolf-Quintero, K.", University of Hawai’i at Manoa, Second Language Teaching & Curriculum Center, ~, pp.Technical Report 17 (1998)
  52. Woodcock, R., "Woodcock Reading Mastery Tests-Revised" (1998), Pearson
  53. Zhan, J., "Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks", Language Teaching Research (2021)[DOI]

관련 논문AI추천

Roles of Receptive and Productive Vocabulary Knowledge in L2 Writing through the Mediation of L2 Reading Ability최연희한국영어교육학회 · 영어교육2017 · 제72권 제1호Does Reading and Vocabulary Knowledge of Advanced Korean EFL Learners Facilitate Their Writing Performance?강유선, 문영선, 최지혜아시아테플 · Journal of Asia TEFL2019 · 제16권 제1호Reconceptualizing the Role of Oral Language Predictors in Korean EFL Learners’ Reading Comprehension강유선, 박지영한국영어교육학회 · 영어교육2025 · 제80권 제2호A Study on Different Dimensions of Vocabulary Knowledge Influencing English Writing Performance최종갑대한영어영문학회 · 영어영문학연구2022 · 제48권 제4호The Effect of Integrating Reading and Writing on EFL Learners’ Writing Ability and Vocabulary Usage김재경, 문은주현대영어교육학회 · 현대영어교육2019 · 제20권 제3호A Structural Model for Korean EFL Students’ Writing Performance배태일한국영어교육학회 · 영어교육2008 · 제63권 제2호

이 간행물의 다른 논문 (12건)

Chinese University Students’ Perceptions of Transitioning to EMI Through Metaphor Analysis: Insights for Enhancing Language Support for Engineering Students안유영pp. 3-26The Effects of Multisensory Memory Strategies on Korean EFL Students’ Vocabulary Learning장미경, 장이분pp. 27-57Machine Translation Use as Translanguaging in Content and Language Integrated Learning: A Case Study in a General English Course for Global Citizenship오은주, 김은영pp. 59-82Primary Teachers’ Knowledge Base of Pronunciation Instruction: Their Content Knowledge, Pedagogical Content Knowledge, and Technical Pedagogical Content Knowledge김지연pp. 83-111An English for Specific Purposes (ESP) Teacher’s Identity Transformation Process김명희pp. 113-134
원문 보기