어휘와 문법지식이 개별 출력중심 딕토글로스 과제 수행에 미치는 영향: 대학교 EFL 학습자를 대상으로
Assessing the roles of lexical and syntactic knowledge in individual output-based tasks using dictogloss protocols: Focusing on EFL learners at a university setting
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The objectives of this study are mainly two-fold. First, it is to analyze the cohesion characteristics, vocabulary, and grammar knowledge of the writing tasks, which English learners produced using dictogloss protocols. The second aim is to identify the relative contributions of lexical and grammatical knowledge to the writing products yielded by the participants. For this purpose, 45 English learners at a university completed four different tests and then completed two types of dictoglass tasks with two different topics over four weeks. The collected data were analyzed using a web-based analysis software called Coh-Metrix. The results of the analysis indicated that participants in the group with higher vocabulary scores yielded higher mean scores in all six dependent variables within three categories of fluency, lexical complexity, and grammatical complexity. Of six dependent variables, three measures of Total Word Count, Latent Semantic Analysis, and Average Sentence Length showed statistically significant differences in group comparisons. No statistically significant results, however, was found regarding the category of lexical complexity. With relative contributions of lexical and grammatical knowledge, both vocabulary tests were analyzed as significant factors affecting learners’ task performance. However, only one grammar test - error identification test - was analyzed as a variable that affected task performance. (203 words)
Abstract
The objectives of this study are mainly two-fold. First, it is to analyze the cohesion characteristics, vocabulary, and grammar knowledge of the writing tasks, which English learners produced using dictogloss protocols. The second aim is to identify the relative contributions of lexical and grammatical knowledge to the writing products yielded by the participants. For this purpose, 45 English learners at a university completed four different tests and then completed two types of dictoglass tasks with two different topics over four weeks. The collected data were analyzed using a web-based analysis software called Coh-Metrix. The results of the analysis indicated that participants in the group with higher vocabulary scores yielded higher mean scores in all six dependent variables within three categories of fluency, lexical complexity, and grammatical complexity. Of six dependent variables, three measures of Total Word Count, Latent Semantic Analysis, and Average Sentence Length showed statistically significant differences in group comparisons. No statistically significant results, however, was found regarding the category of lexical complexity. With relative contributions of lexical and grammatical knowledge, both vocabulary tests were analyzed as significant factors affecting learners’ task performance. However, only one grammar test - error identification test - was analyzed as a variable that affected task performance. (203 words)
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