The Effectiveness of Genre-Based L2 Writing Instruction on Korean Middle School Students’ Writing Ability
2
조회
0
다운로드
11
인용
0
참고문헌
키워드
초록
This study aims to examine the effectiveness of genre-based in-class L2 writing instruction on Korean middle school students’ writing ability and their perception change toward L2 writing. The research was conducted with 595 middle school students in the third grade from two co-ed schools in Gwangju Metropolitan City, Korea. Five sessions of writing instruction using a diary genre over five weeks were provided to an experimental group, while no explicit writing instruction was provided to a control group. The experimental group was exposed to 13 writing sample texts, analyzed and identified the characteristics of the target genre, and then constructed a diary text in collaboration with their peers. Following the treatment, both groups were required to write a diary entry in 40 minutes and the students’ writings were rated on content, organization, and language use. The results showed that only the experimental group, provided with explicit genre-based L2 writing instruction, showed statistically significant improvement in each category in the post-test. In addition, a set of questionnaires and interview data revealed that the participants’ attitudes and perceptions toward L2 writing were positively affected.
Abstract
This study aims to examine the effectiveness of genre-based in-class L2 writing instruction on Korean middle school students’ writing ability and their perception change toward L2 writing. The research was conducted with 595 middle school students in the third grade from two co-ed schools in Gwangju Metropolitan City, Korea. Five sessions of writing instruction using a diary genre over five weeks were provided to an experimental group, while no explicit writing instruction was provided to a control group. The experimental group was exposed to 13 writing sample texts, analyzed and identified the characteristics of the target genre, and then constructed a diary text in collaboration with their peers. Following the treatment, both groups were required to write a diary entry in 40 minutes and the students’ writings were rated on content, organization, and language use. The results showed that only the experimental group, provided with explicit genre-based L2 writing instruction, showed statistically significant improvement in each category in the post-test. In addition, a set of questionnaires and interview data revealed that the participants’ attitudes and perceptions toward L2 writing were positively affected.
참고문헌 (49)
- Badger, R., "A process genre approach to teaching writing", ELT Journal, 54(2), pp.153~160 (2000)
- "English K-6 modules. Sydney, NSW, Australia: Board of Studies" (1998)[URL]
- "English K-6 syllabus. Sydney, NSW, Australia: Board of Studies" (2007)[URL]
- Broughton, G., "Teaching English as a foreign language (2nd ed.)" (1980), Routledge
- Brown, H. D., "Teaching by principles: An interactive approach to language pedagogy (3rd ed.)" (2007), Pearson Education
- Carnale, M., "Theoretical bases of communicative approaches to second language teaching and testing", Applied Linguistics, 1(1), pp.1~47 (1980)
- Caudery, T., "What the “process approach” means to practicing teachers of second language writing skills", Teaching English as a second or foreign language, 1(2), pp.1~12 (1995), Teaching English as a second or foreign language
- Cheng, F. -W., "Scaffolding language, scaffolding writing: A genre approach to teaching narrative writing", The Asian EFL Journal, 10, pp.167~191 (2008)
- Dornyei, Z., "Group dynamics in the language classroom" (2003), Cambridge University Press
- Feez, S., "Systemic functional linguistics and its applications in Australian language education : A short history", Interchange, 27, pp.5~10 (1995)
- Feez, S., "Text-based syllabus design" (1998), Macquarie University
- Grabe, W., "Current developments in second language reading research", TESOL Quarterly, 25, pp.375~406 (1991)
- Grabe, W., "Reading and writing relations: Second language perspectives on research and practice, In Exploring the dynamics of second language writing", pp.242~262 (2003), Cambridge University Press
- Hadley, A. O., "Teaching language in context (2nd ed.)" (1993), Heinle & Heinle
- Halliday, M. A. K., "An introduction to functional grammar (2nd ed.)" (1994), Edward Arnold
- Hirvela, A., "Connecting reading & writing in second language writing instruction" (2004), The University of Michigan Press
- Hyland, K., "Genre : Language, context, and literacy", Annual Review of Applied Linguistics, 22, pp.113~135 (2002)
- Hyland, K., "Teaching and researching writing" (2002), Cambridge University Press
- Hyland, K., "Second language writing" (2003), Pearson Education
- Hyland, K., "Genre pedagogy : Language, literacy, and L2 writing instruction", Journal of Second Language Writing, 16(3), pp.148~164 (2007)
- Hyon, S., "Genres in three traditions: Implications for ESL", TESOL Quarterly, 30, pp.693~722 (1996)
- Hyon, S., "Long-term effects of genre-based instruction: A follow-up study of an EAP reading course", English for Specific Purposes, 20(Supplement 1), pp.417~438 (2001)
- Jacobs, H., "Assessing writing", pp.108~139 (1981), Cambridge University Press
- Kim, H. -J., "Process-oriented primary English teaching writing strategies", Primary English Education, 6(2), pp.123~146 (2000)
- Kim, Tae-Eun, "Exploring Teachers’ Beliefs and Knowledge about English Writing and Their Writing Instruction in ESL Context", 영어어문교육, 13(4), pp.87~108 (2007), 한국영어어문교육학회
- Kroll, B., "Introduction, In Exploring the dynamics of second language writing", pp.1~10 (2003), Cambridge University Press
- Kwon, Oryang, "A Comparison of English Proficiency of Korean, Japanese and Chinese High School Students", 영어교육, 59(4), pp.3~22 (2004), 한국영어교육학회
- Lee, J. -W., "The effects of processed-based feedback on the development of English writing proficiency", English Teaching, 56(2), pp.265~285 (2001)
- Lee, Kyonglim, "The Effect of Genre-Based Instruction: Improving English Writing Ability in the Classroom", 영어교육, 61(1), pp.257~281 (2006), 한국영어교육학회
- Long, M. H., "Preface, In Exploring the dynamics of second language writing", pp.15~15 (2003), Cambridge University Press
- Martin, J. R., "Genre and literacy. modeling context in educational linguistics", Annual Review of Applied Linguistics, 13, pp.141~172 (1992)
- Myskow, G., "A focus on purpose : Using a genre approach in an EFL writing class", ELT Journal, 64(3), pp.283~292 (2010)
- Nelson, G. L., "ESL students’ perceptions of effectiveness in peer response groups", Journal of Second Language Writing, 7(2), pp.113~131 (1998)
- Nordin, S. M., "The best of two approaches: Process", genre-based approach to teaching writing, 2006, pp.35, 75~85
- Paltridge, B., "Genre and the language learning classroom" (2001), The University of Michigan Press
- Park, H., "Process-oriented instruction and development of L2 writing", Foreign Languages Education, 8(2), pp.173~191 (2001)
- 박종금, "Effects of genre-based writing instruction on Korean high school students' writing development in English", 석사, pp.2007
- Pincas, A., "Teaching English writing" (1982), Macmillan
- Reppen, R., "A genre-based approach to content writing instruction, In Methodology in language teaching: An anthology of current practice", pp.321~327 (2002), Cambridge University Press
- Richards, J. C., "Methodology in language teaching: An anthology of current practice" (2002), Cambridge University Press
- Rivers, W. M., "Teaching foreign-language skills (2nd ed.)" (1981), The University of Chicago Press
- 신예리, "장르 기반 접근법을 통한 초등학습자들의 영어 쓰기 능력및 장르 지식의 발달", Foreign Languages Education, 18(1), pp.45~73 (2011), 한국외국어교육학회
- Swales, J., "Genre analysis: English in academic and research settings" (1990), Cambridge University Press
- Tsui, A. B. M., "Do secondary L2 writers benefit from peer comments?", Journal of Second Language Writing, 9(2), pp.147~170 (2000)
- Weigle, S. C., "Assessing writing" (2002), Cambridge University Press
- Williams, J., "Teaching writing in second and foreign language classrooms" (2005), McGraw-Hill
- Yang, M. S., "A study on the current English writing education in secondary schools", The Journal of English Education, 38, pp.106~135 (2009)
- Yasuda, S., "Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence", Journal of Second Language Writing, 20(2), pp.111~133 (2011)
- Zamel, V., "Recent research on writing pedagogy", TESOL Quarterly, 21, pp.697~715 (1987)