Lexical Productivity of Korean EFL Learners in Spoken and Written English
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This research aims to investigate the lexical productivity of Korean students in their spoken and written English by comparing it with that of British students. Forty-two Korean and British students (21 per group) participated in this study and undertook the spoken and written tasks involving descriptive narratives. Approximately 32,000 words of English data were subsequently collected and examined in terms of the STTR and the occurrences of 15 lexical features using the WordSmith Tools 4.0 software and also by a manual investigation. The findings showed that, firstly, the Korean students underused more than half of the features analysed in their speech but they overused other six features in their writing, compared to the British students. The overused features signify that the Korean students might have been primarily exposed to highly limited and formulised English expressions. Secondly, the Korean students had better lexical productivity in writing than in speaking. This implies that their overall English proficiency might be better in writing than in speech. Lastly, the Korean students inappropriately used more than half of the lexical features between their speech and writing compared to the British students. This indicates that, to a degree, the Korean students might write as the native English speakers would speak, or vice versa.
Abstract
This research aims to investigate the lexical productivity of Korean students in their spoken and written English by comparing it with that of British students. Forty-two Korean and British students (21 per group) participated in this study and undertook the spoken and written tasks involving descriptive narratives. Approximately 32,000 words of English data were subsequently collected and examined in terms of the STTR and the occurrences of 15 lexical features using the WordSmith Tools 4.0 software and also by a manual investigation. The findings showed that, firstly, the Korean students underused more than half of the features analysed in their speech but they overused other six features in their writing, compared to the British students. The overused features signify that the Korean students might have been primarily exposed to highly limited and formulised English expressions. Secondly, the Korean students had better lexical productivity in writing than in speaking. This implies that their overall English proficiency might be better in writing than in speech. Lastly, the Korean students inappropriately used more than half of the lexical features between their speech and writing compared to the British students. This indicates that, to a degree, the Korean students might write as the native English speakers would speak, or vice versa.
참고문헌 (48)
- Altenberg, B., "The grammatical and lexical patterning of MAKE in native and non-native student writing", Applied Linguistics, 22(2), pp.173~194 (2001)
- Baker, W., "Bilingual creativity, multidimensional analysis, and world Englishes", World Englishes, 18(3), pp.342~357 (1999)
- Beaman, K., "Coordination and subordination revisited: Syntactic complexity in spoken and written narrative discourse, Coherence in spoken and written discourse", pp.45~80 (1984), Norwood, NJ: Ablex
- Biber, D., "Variation across speech and writing" (1988), Cambridge: Cambridge University Press
- Biber, D., "Dimensions of register variation: A cross-linguistic comparison" (1995), Cambridge: Cambridge University Press.
- Biber, D., "Quantitative corpus-based research: Much more than bean counting", TESOL Quarterly, 35(2), pp.331~336 (2001)
- Biber, D., "What does frequency have to do with grammar teaching?", Studies in Second Language Acquisition, 24(2), pp.199~208 (2002)
- Biber, D., "Longman grammar of spoken and written English" (1999), Essex: Pearson Education
- Brown, G., "Teaching the spoken language: An approach based on the analysis of conversational English" (1983), Cambridge: Cambridge University Press
- Chafe, W. L., "Integration and involvement in speaking, writing, and oral literature, Spoken and written language: Exploring orality and literacy", pp.35~53 (1982), Norwood, NJ: Ablex
- Chalker, S., "The Oxford dictionary of English grammar" (1998), Oxford: Oxford University Press
- Daller, H., "Lexical richness in the spontaneous speech of bilinguals", Applied Linguistics, 24(2), pp.197~222 (2003)
- D’Odorico, L., "Nouns and verbs in the vocabulary acquisition of Italian children", Journal of Child Language, 34, pp.891~907 (2007)
- Edelsky, C., "Writing in a bilingual program: The relation of L1 and L2 texts", Tesol Quarterly, 16(2), pp.211~228 (1982)
- Ellis, R., "The effects of pre-task planning and on-line planning on fluency, complexity, and accuracy in L2 monologic oral production", Applied Linguistics, 24(1), pp.1~27 (2003)
- Ellis, R., "The effects of planning on fluency, complexity, and accuracy in second language narrative writing", Studies in Second Language Acquisition, 26(1), pp.59~84 (2004)
- Foster, P., "Measuring spoken language: A unit for all reasons", Applied Linguistics, 21(3), pp.354~375 (2000)
- Gass, S. M., "Second language acquisition: An introductory course" (2001), Mahwah, NJ: Erlbaum
- Gentner, D., "Why nouns are learned before verbs: Linguistic relativity versus natural partitioning, Language development", pp.301~334 (1982), Hillsdale: Erlbaum
- Granger, S., "A bird’s eye view of learner corpus research,Computer learner corpora, second language acquisition and foreign language teaching", pp.3~33 (2002), Philadelphia, PA: John Benjamins
- Hughes, R., "English in speech and writing: Investigating language and literature" (1996), London: Routledge
- Hunston, S., "Corpora in applied linguistics" (2002), Cambridge: Cambridge University Press
- Itakura, H., "Gender and pragmatic transfer in topic development", Language Culture and Curriculum, 15(2), pp.161~183 (2002)
- Kennedy, G., "Variation in the distribution of modal verbs in the British National Corpus, Using corpora to explore linguistic variation", pp.73~90 (2002), Amsterdam: John Benjamins
- Lennon, P., "Investigating fluency in EFL: A quantitative approach", Language Learning, 40, pp.387~417 (1990)
- Leki, I., "Twenty-five years of contrastive rhetoric: Text analysis and writing pedagogies", Tesol Quarterly, 25(1), pp.123~143 (1991)
- Longacre, R. E., "Narrative versus other discourse genre, Advances in tagmemics: North-Holland linguistic series 9" (1974), Amsterdam: North-Holland
- Lumley, T., "The effect of test-taker gender, audience and topic on task performance in tape-mediated assessment of speaking", Language Testing, 22(4), pp.415~437 (2005)
- Ministry of Education, (1997), Seoul, South Korea
- Ministry of Education, (2000), Seoul, South Korea
- Mohan, B. A., "Academic writing and Chinese students: Transfer and developmental factors", Tesol Quarterly, 19(3), pp.515~534 (1985)
- Nation, I. S. P., "Learning vocabulary in another language" (2001), New York: Cambridge University Press
- O’Grady, W., "Contemporary linguistics: An introduction (4th ed.)", pp.2001, Boston: Bedford
- Pawley, A., "Two puzzles for linguistic theory: Nativelike selection and nativelike fluency, Language and communication", pp.191~226 (1983), London: Longman.
- Quirk, R., "A comprehensive grammar of the English language" (1985), Essex: Addison Wesley Longman
- Read, J., "Accessing vocabulary" (2000), Cambridge: Cambridge University Press
- Redeker, G., "On differences between spoken and written language", Discourse Processes, 7, pp.43~55 (1984)
- Saville-Troike, M., "Extending “communicative” concepts in the second language curriculum: A sociolinguistic perspective, Culture as the core: Perspectives on culture in second language learning", pp.3~17 (2003), Greenwich, CT: Information Age
- Shirato, J., "Comparing English vocabulary in a spoken learner corpus with a native speaker corpus: Pedagogical implications arising from an empirical study in Japan", Language Teaching Research, 11(4), pp.393~412 (2007)
- "Photo News. Retrieved May 1, 2008, from"[URL]
- Stubbs, M., "Text and corpus analysis: Computer-assisted studies of language and culture" (1996), Oxford: Blackwell
- Tannen, D., "Oral and literate strategies in spoken and written narratives", Languages, 58(1), pp.1~21 (1982)
- Uhm, C. J., "Temporal variables and fluency in Korean EFL students’ spoken discourse", English Teaching, 50(1), pp.179~203 (1995)
- van Vlack, S. P., "MATE rater training handbook" (2002), Seoul: Sookmyung Women’s University. (Unpublished)
- van Vlack, S. P., "MATE writing test rater training handbook" (2002), Seoul: Sookmyung Women’s University. (Unpublished)
- Wales, K., "A dictionary of stylistics (2nd ed.)" (2001), Essex: Pearson Education
- Wang, H.-S., "Contrastive rhetoric: A study on writing in L1 and L2", Comparative Korean Studies, 6, pp.35~57 (2000)
- Zareva, A., "Relationship between lexical competence and language proficiency: Variable sensitivity", Studies in Second Language Acquisition, 27(4), pp.567~595 (2005)