EFL Learners’Rewriting Strategy in English Composition
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The purpose of this study is to investigate the effects of rewriting on student compositions that were created without referencing either the first draft or teacher feedback. A total of thirty students in a university-level English composition class served as the participants in this study. The data were collected from persuasive essays produced in-class. For analysis, two evaluators graded two sets of drafts according to a scoring rubric focusing on format, content, organization, and grammar. In addition, further error analysis was conducted based on syntactic and semantic errors at both word level and sentence level. As a result, significant improvement was observed in the second drafts throughout the four areas. Also, the results of the error analysis showed that syntactic errors were reduced significantly at both word level and sentence level. On the other hand, word-level semantic errors were not reduced considerably, and sentence-level semantic errors showed only a marginal decline. The results indicate that students could improve their second draft and reduce syntactic errors through their own discernment. However, they may need assistance from instructors to correct certain semantic errors, specifically errors related to word choice.
Abstract
The purpose of this study is to investigate the effects of rewriting on student compositions that were created without referencing either the first draft or teacher feedback. A total of thirty students in a university-level English composition class served as the participants in this study. The data were collected from persuasive essays produced in-class. For analysis, two evaluators graded two sets of drafts according to a scoring rubric focusing on format, content, organization, and grammar. In addition, further error analysis was conducted based on syntactic and semantic errors at both word level and sentence level. As a result, significant improvement was observed in the second drafts throughout the four areas. Also, the results of the error analysis showed that syntactic errors were reduced significantly at both word level and sentence level. On the other hand, word-level semantic errors were not reduced considerably, and sentence-level semantic errors showed only a marginal decline. The results indicate that students could improve their second draft and reduce syntactic errors through their own discernment. However, they may need assistance from instructors to correct certain semantic errors, specifically errors related to word choice.
참고문헌 (21)
- Bates,L, "Writing clearly:Responding to ESL composition" (1993), Heinle and Hienle
- Chaney,S.J, "The effect of error types on error correction and revision", 석사, pp.1999
- Ferris,D.R, "Student reactions to teacher response in multiple-draft composition classrooms", TESOL Quarterly, 29, pp.33~53 (1995)
- Ferris,D.R, "One size does not fit all: Response and Revision Issues for Immigrant Student Writers: In Generation 1.5 meets college composition, Issues in the teaching of writing to U.S.-Educated learners of ESL", pp.143~158 (1999), Lawrence Erlbaum Associates
- Ferris,D.R, "Treatment of error in second language student writing" (2002), University of Michigan Press
- Ferris,D.R, "Teaching ESL composition:Purpose,process,and practice" (1998), Lawrence Erlbaum Associates
- Ferris,D.R, "Error feedback in L2 writing classes.How explicit does it need to be?", Journal of Second Language Writing, 3, pp.161~184 (2001)
- Frantzen,D, "The effects of grammar supplementation on written accuracy in an intermediate Spanish content course", The Modern Language Journal, 79, pp.329~344 (1995)
- Goldstein,L.M, "Teacher written commentary in second language writing classroom" (2005), the University of Michigan Press
- Hendrickson,J.M, "Error correction in foreign language teaching:Recent theory,research,and practice", The Modern Language Journal, 62, pp.387~398 (1978)
- Hendrickson,J.M, "The treatment of error in written work", The Modern Language Journal, 64, pp.216~221 (1980)
- Kepner,C.G, "An experiment in the relationship of types of written feedback to the development of second-language writing skills", The Modern Language Journal, 75, pp.305~313 (1991)
- Komura,K, "Does the manner of marking grammar errors affect student response in revision? Student response to error correction in ESL classrooms", 석사, pp.1999
- Lalande,J.F, "Reducing composition errors:An experiment", The Modern Language Journal, 66, pp.140~149 (1982)
- Nunan,D, "Second language teaching & learning" (1999), Heinle & Heinle Publishers
- Oshima,A, "Writing academic English" (2006), Pearson Education
- Rennie,C, "Error feedback in ESL writing classes:What do students really want?", 석사, pp.2000
- Robb,T, "Salience of feedback on error and its effect on EFL writing quality", TESOL Quarterly, 20, pp.83~93 (1986)
- Roberts,B.J, "Can error logs raise more than consciousness? The effects of error logs and grammar feedback on ESL students’ final drafts", 석사, pp.1999
- Semke,H.D, "Effects of the red pen", Foreign Language Annals, 17(3), pp.193~202 (1984)
- Truscott,J, "The case against grammar correction in L2 writing classes", Language Learning, 46, pp.327~369 (1996)