A Conceptual Model of Korean University EFL Learners’ Writing Performance
2
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This paper explored Korean university EFL students' writing performance and its model, using a qualitative research method. Several categories or themes emerged from in-depth interviews with current research respondents, which were perceived to impact students' EFL writing performance both inside and outside the university classroom. That is, results derived from the analysis of the data encompassed the following categories: (1) EFL learners' cognitive or metacognitive capacity; (2) EFL learners' overall English proficiency; (3) free voluntary reading in English; (4) free voluntary writing in English; and (5) EFL learners' writing apprehension and attitudes towards writing in English. Grounded in the categories above, a conceptual model of Korean university EFL learners' writing performance was eventually offered which could shed light on key components as perceived to have a bearing on writing performance in which Korean university EFL learners might engage themselves.
Abstract
This paper explored Korean university EFL students' writing performance and its model, using a qualitative research method. Several categories or themes emerged from in-depth interviews with current research respondents, which were perceived to impact students' EFL writing performance both inside and outside the university classroom. That is, results derived from the analysis of the data encompassed the following categories: (1) EFL learners' cognitive or metacognitive capacity; (2) EFL learners' overall English proficiency; (3) free voluntary reading in English; (4) free voluntary writing in English; and (5) EFL learners' writing apprehension and attitudes towards writing in English. Grounded in the categories above, a conceptual model of Korean university EFL learners' writing performance was eventually offered which could shed light on key components as perceived to have a bearing on writing performance in which Korean university EFL learners might engage themselves.
참고문헌 (39)
- Aida, Y, "Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese", The Modern Language Journal, 78, pp.155~168 (1994)
- Brown, H, "Principles of language learning and teaching (5th ed.)" (2007), Pearson Education, Inc
- Carson, J, "Reading-writing relationships in first and second language", TESOL Quarterly, 24, pp.245~266 (1990)
- Cheng, Y-s, "Language anxiety: Differentiating writing and speaking components", Language Learning, 49, pp.417~446 (1999)
- 최연희, "Reading and writing relations in Korean high school EFL students: Focused on English reading journal writing", Foreign Languages Education, 13(1), pp.215~246 (2006), 한국외국어교육학회
- Cohen, J, "A coefficient of agreement for nominal scales", Educational and Psychological Measurement, 20(1), pp.37~46 (1960)
- Cumming, A, "Writing expertise and second-language proficiency", Language Learning, 39, pp.81~141 (1989)
- Cumming, A, "Theoretical perspective on writing", Annual Review of Applied Linguistics, 18, pp.61~78 (1998)
- Daly, J, "Writing apprehension, self-esteem, and personality", Research in the Teaching of English, 17, pp.327~341 (1983)
- Ferris, D, "Teaching ESL composition: Purposes, process, and practice" (1998), Lawrence Erlbaum
- Flower, L, "The cognition of discovery: Defining a rhetorical problem", College Composition and Communication, 31(1), pp.21~32 (1980)
- Flower, L, "The dynamics of composing: Making plans and juggling constraints inCognitive processes in writing", pp.31~50 (1980), Lawrence Erlbaum
- Flower, L, "A cognitive process theory of writing", College Composition and Communication, 32(4), pp.365~387 (1981)
- Fraenkel, J, "How to design and evaluate research in education (3rd ed.)" (1996), McGraw-Hill, Inc
- Horwitz, E, "Foreign language classroom anxiety", The Modern Language Journal, 70, pp.125~132 (1986)
- Horwitz, E, "Language anxiety: From theory and research to classroom implications" (1991), Prentice Hall
- Kim,Young-Sang, "A Qualitative Inquiry into EFL Anxiety: Through the Voices of Class Constituents", 영어어문교육, 8(1), pp.15~38 (2002), 한국영어어문교육학회
- Krashen, S, "Writing: Research, theory, and applications" (1991), Laredo Publishing Co
- Krashen, S, "The power of reading: Insights from the research (2nd ed.)" (2004), Libraries Unlimited
- Lee, S. Y, "Writing apprehension: Why some people don't perform their competence", The Proceedings of the Seventh International Symposium on English Teaching, pp.627~638 (1998), The Crane Publishing Co
- Leki, I, "Coping strategies of ESL students in writing tasks across the curriculum", TESOL Quarterly, 29, pp.235~260 (1995)
- Leki, I, "Techniques for reducing second language writing anxiety in:Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere", pp.64~88 (1999), McGraw-Hill College
- Leki, I, "Completely different worlds: EAP and the writing experiences of ESL students in university courses", TESOL Quarterly, 31, pp.39~69 (1997)
- Lincoln, Y, "Naturalistic inquiry" (1985), Sage Publications
- Merriam, S, "Qualitative research and case study applications in education" (1998), Jossey-Brass Publishers
- Norris, J, "Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis", Language Learning, 50, pp.417~528 (2000)
- Nyikos, M, "A factor analytic study of language-learning strategy use: Interpretation from information-processing theory and social psychology", The Modern Language Journal, 77, pp.11~22 (1993)
- Pae, Tae-Il, "A structural model for Korean EFL students' writing performance", English Education, 63(2), pp.121~137 (2008)
- Tae-Il Pae, "Potential determinants of successful L2 academic writing: A case study with two novice L2 writers.", 영어교육연구, 19(3), pp.47~3 (2007), 팬코리아영어교육학회
- Pennington, M, "Comparing writing process and product across two languages: A study of 6 Singaporean university student writers", Journal of Second Language Writing, 2, pp.41~63 (1993)
- Raimes, A, "What unskilled ESL students do as they write: A classroom study of composing", TESOL Quarterly, 19, pp.229~258 (1985)
- Ryo, Hoyeol, "The effect of social cognitive ability on English writing by English proficiency level", English Teaching, 56(2), pp.31~52 (2001)
- Sasaki, M, "Toward an empirical model of EFL writing processes: An exploratory study", Journal of Second Language Writing, 9(3), pp.259~291 (2000)
- Sasaki, M, "Explanatory variables for EFL students' expository writing", Language Learning, 46(1), pp.137~174 (1996)
- Silva, T, "Toward an understanding of the distinct nature of L2 writing: The ESL research and its implication", TESOL Quarterly, 27, pp.657~677 (1993)
- Truscott, J, "The case for "the case against grammar correction in L2 writing classes": A response to Ferris", Journal of Second Language Writing, 8, pp.111~121 (1999)
- Zamel, V, "Writing: The process of discovering meaning", TESOL Quarterly, 16, pp.195~209 (1982)
- Zamel, V, "The composing processes of advanced ESL student: Six case studies", TESOL Quarterly, 17, pp.165~187 (1983)
- Zimmerman, J, "The effect of selected variables on writing anxiety", Dialognostique, 8, pp.62~70 (1982)