The Effect of Self-Construal and Argumentativeness on English Writing by Korean College Students
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study investigated whether and how the interplay between independent-interdependent self-construal and argumentativeness tendency of Korean college students affects their behaviors of English argumentative writing. Participants were 71 undergraduate students who took English skills development courses at intermediate levels. The dependent variables included (a) the students’ choices of certain writing features that have been suggested as conceptually associated with individualist and collectivist values and (b) the overall argumentation quality in the students’ English argumentative essays. Correlation and ANOVA results revealed no substantial impact of the writers’ orientations in self-construal and levels of argumentativeness on the occurrences of certain writing features and the overall argumentation qualities in their writing. The study results suggested that for beginning/intermediate L2 writers, their psychological dispositions may not exert as significant influences on their English writing as might be expected. The study results were further discussed in reference to L2 writers’ developmental statuses and relevant situational constraints. Further research is warranted for assessing the proportional effects of developmental status, psychological disposition, and contextual constraints on L2 writing. Suggestions for further investigation are presented as well as study limitations.
Abstract
This study investigated whether and how the interplay between independent-interdependent self-construal and argumentativeness tendency of Korean college students affects their behaviors of English argumentative writing. Participants were 71 undergraduate students who took English skills development courses at intermediate levels. The dependent variables included (a) the students’ choices of certain writing features that have been suggested as conceptually associated with individualist and collectivist values and (b) the overall argumentation quality in the students’ English argumentative essays. Correlation and ANOVA results revealed no substantial impact of the writers’ orientations in self-construal and levels of argumentativeness on the occurrences of certain writing features and the overall argumentation qualities in their writing. The study results suggested that for beginning/intermediate L2 writers, their psychological dispositions may not exert as significant influences on their English writing as might be expected. The study results were further discussed in reference to L2 writers’ developmental statuses and relevant situational constraints. Further research is warranted for assessing the proportional effects of developmental status, psychological disposition, and contextual constraints on L2 writing. Suggestions for further investigation are presented as well as study limitations.
참고문헌 (47)
- Al-Haq, F. A-A., "Discourse problems in argumentative writing", World Englishes, 13(3), pp.307~323 (1994)
- Anderson, C. M., "The relationship between argumentativeness, verbal aggressiveness, and communication satisfaction in incarcerated male youth", The Prison Journal, 87, pp.328~343 (2007)
- Atkinson, D., "Contrasting rhetorics", contrasting cultures: why contrastive rhetoric needs a better conceptualization of culture, 2004, pp.3, 277~289
- Bakhtin, M. M., "Speech genre and other late essays. Translated by Vern W. McGee" (1986), University of Texas Press
- Berkenkotter, C., "Understanding a writer’s awareness of audience", College Composition and Communication, 32, pp.388~399 (1981)
- Berthoff,A.E, "Is teaching still possible?:Writing,meaning,and higher order reasoning.College", College English, 46(6), pp.743~755 (1984)
- Bizzell, P., "Cognition, convention, and certainty: What we need to know about writing", PRE, 1982, pp.3(3), 213~243
- Bruffee, K., "Social construction: language and the authority of knowledge. A bibliographical essay", College English, 48, pp.773~779 (1986)
- Chen, K. J., "English versus Chinese: World views and writing styles", TESOL Matters, 7(2), pp.13~ (1997)
- Chien, S-C., "The role of Chinese EFL learners’ rhetorical strategy use in relation to their achievement in English writing", English Teaching: Practice and Critique, 6(1), pp.132~150 (2007)
- Choi, Yeonhee., "Text structure of Korean speakers’ argumentative essays in English", World Englishes, 7, pp.129~142 (1988)
- Connor, U., "Contrastive rhetoric: Cross-cultural aspects of second-language writing" (1996), Cambridge University Press
- Edelmann, R. J., "Self-reported expression of embarrassment in five European cultures", Psychologia: An International Journal of Psychology, 30, pp.205~216 (1987)
- Edelmann, R. J., "Self-reported expression and consequences of embarrassment in Portugal and U.K", International Journal of Psychology, 24, pp.351~366 (1989)
- Flower, L., "The cognition of discovery: Defining a rhetorical problem", College Composition and Communication, 31, pp.21~32 (1980)
- Fox, H., "Listening to the world: Cultural issues in academic writing" (1994), National Council of Teachers of English
- Hinds, J., "Reader versus writer responsibility: A new typology in Writing across languages: Analysis of L2 text", pp.141~152 (1987), Addison-Wesley
- Infante, D. A., "A conceptualization and measure of argumentativeness", Journal of Personality Assessment, 46(1), pp.72~80 (1982)
- Jacobs, H. L., "Testing ESL composition: A practical approach" (1981), Newbury House
- Kagitcibasi, C., "Individual and group loyalties: Are they possible in Growth and progress in cross-cultural psychology", pp.94~103 (1987), Swets & Zeitlinger
- Kaplan, R. B., "Cultural thought patterns in inter-cultural education", Language Learning, 16, pp.1~20 (1966)
- Kazoleas, D. C., "A comparison of the persuasive effectiveness of qualitative versus quantitative evidence: A test of explanatory hypotheses", Communication Quarterly, 41, pp.40~50 (1993)
- Kim, M-S., "Individual- vs. culture-level dimensions of individualism and collectivism: Effects on preferred conversational styles", Communication Monographs, 63(1), pp.29~48 (1996)
- Kim, M-S., "The relationship between individual’s self-construals and perceived importance of interactive constraints", International Journal of Intercultural Relations, 18, pp.117~140 (1994)
- Kress, G., "Linguistic processes in sociocultural practice" (1989), Oxford University Press
- Kroll, B. M., "Cognitive egocentrism and the problem of audience awareness in written discourse", Research in the Teaching of English, 12, pp.269~281 (1978)
- Levine, T. R., "The impact of self and other’s argumentativeness on talk about controversial issues", Communication Quarterly, 44, pp.345~358 (1996)
- Lunsford, A., "Cognitive development and the basic writer", College English, 41, pp.39~46 (1979)
- Markus, H. R., "Culture and the self: Implications for cognition, emotion, and motivation", Psychological Review, 98, pp.224~253 (1991)
- Matalene, C., "Contrastive rhetoric: An American writing teacher in China", College English, 47, pp.789~806 (1985)
- Mauranen, A., "Descriptions or explanations? Some methodological issues in contrastive rhetoric in Academic writing in context", pp.43~54 (2001), University of Birmingham Press
- Mohan, B. A., "Academic writing and Chinese students: Transfer and developmental factors", TESOL Quarterly, 19, pp.515~531 (1985)
- Onyekwere, E. O., "Interpersonal perception and communication satisfaction as a function of argumentativeness and ego-involvement", Communication Quarterly, 39, pp.35~47 (1991)
- Oyserman, D., "Cultural psychology, a new look: Reply to Bond, Fiske, Kitayama, and Miller", Psychological Bulletin, 128(1), pp.110~117 (2002)
- Purves, A. C., "Writing across languages and cultures: Issues in contrastive rhetoric" (1988), Sage
- Ryu, Hoyeol, "Rhetorical Patterns in Korean College Students’ English Expository Writings", 영어교육, 61(3), pp.273~292 (2006), 한국영어교육학회
- Sanders, J., "Ethnic comparison and measurement of argumentativeness, verbal aggressiveness, and need for cognition", Communication Reports, 5(1), pp.50~16 (1992)
- Schwartz, S. H., "Individualism-collectivism: Critique and proposed refinements", Journal of Cross-Cultural Psychology, 21, pp.139~157 (1990)
- Scollon, R., "Eight legs and one elbow: Stance and structure in Chinese English composition", Paper presented at the International Reading Association, Second North American Conference on Adult and Adolescent Literacy, Banff (1991)
- Semic, B. A., "Trait argumentativeness, verbal aggressiveness, and minimally rational argument: An observational analysis of friendship discussions", Communication Quarterly, 45(4), pp.355~378 (1997)
- Shen, F., "The classroom and the wider culture: Identity as a key to learning English composition", College Composition and Communication, 40, pp.459~466 (1989)
- Singelis, T. M., "Bridging the gap between culture and communication in Selected Papers from the 12th International Conference of the Association for Cross-Cultural Psychology", pp.278~293 (1994), Swets & Zeitlinger
- Singelis, T. M., "Culture, self, and collectivist communication: Linking culture to individual behavior", Human Communication Research, 21, pp.354~389 (1995)
- Suzuki, S., "Argumentativeness and verbal aggressiveness: Testing for conceptual and measurement equivalence across cultures", Communication Monographs, 61(3), pp.256~275 (1994)
- Triandis, H. C., "The self and social behavior in differing cultural contexts", Psychological Review, 96, pp.506~520 (1989)
- Triandis, H. C., "Cross-cultural studies of individualism-collectivism in Nebraska symposium on motivation, 1989", pp.41~133 (1990), University of Nebraska Press
- Wu, S-Y., "Evaluating the impact of collectivism and individualism on argumentative writing by Chinese and North American college students", Research in the Teaching of English, 35(2), pp.148~178 (2000)
