번역식 영작문과 직접식 영작문의 비교 연구
A comparative study of the effects of translated writing and direct writing on English writing performance.
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This study aimed to explore the effect of translated writing on English writing performance of Korean learners of English and their perceptions on translated writing in comparison with direct writing depending on their English proficiency level. A total of 75 male high school students were divided into two groups according to their L2 writing expertise and were asked to perform two different writing tasks: 1) write directly in English (direct writing), and 2) write in Korean first and then translate the draft into English (translated writing). 136 written compositions (68 direct writing samples and 68 translated writing samples each)from 68 students were selected for analytical scoring and T-Unit analysis. The 68students also filled a survey questionnaire which asked which type of writing was preferred for their English writing. The results showed that the performance of the direct writing was significantly better than that of the translated writing for highlevel writers, while there were no great differences among low-level writers between the two writing tasks. T-Unit analysis revealed that syntactic complexity between direct and translated writings by two proficiency groups did not yield any statistically significant differences, and more students preferred translated writing to direct writing in general. Based on the results, pedagogical implications are suggested.
Abstract
This study aimed to explore the effect of translated writing on English writing performance of Korean learners of English and their perceptions on translated writing in comparison with direct writing depending on their English proficiency level. A total of 75 male high school students were divided into two groups according to their L2 writing expertise and were asked to perform two different writing tasks: 1) write directly in English (direct writing), and 2) write in Korean first and then translate the draft into English (translated writing). 136 written compositions (68 direct writing samples and 68 translated writing samples each)from 68 students were selected for analytical scoring and T-Unit analysis. The 68students also filled a survey questionnaire which asked which type of writing was preferred for their English writing. The results showed that the performance of the direct writing was significantly better than that of the translated writing for highlevel writers, while there were no great differences among low-level writers between the two writing tasks. T-Unit analysis revealed that syntactic complexity between direct and translated writings by two proficiency groups did not yield any statistically significant differences, and more students preferred translated writing to direct writing in general. Based on the results, pedagogical implications are suggested.
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