한국 대학생의 영어 글쓰기에 나타난 통사적 복잡도 연구
Exploring Syntactic Complexity of Korean University Students’ English Writing
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초록
This study aimed at exploring the syntactic complexity of Korean EFL college students’ English writing. Based on the 14 measures under 5 categories of L2 Syntactic Complexity Analyzer, the present research investigated the 14 syntactic measures in Korean university students’ writing extracted from the International Corpus of Learner English and then compared them with those in the native speakers’ writing from the Louvain Corpus of Native English Essays. The study found that out of 14 measures of syntactic complexity, seven measures such as mean length of sentence, mean length of T-unit, and dependent clauses per clause showed statistically significant differences between NS and NNS written productions. The results suggest some pedagogical implications contribute to enhancing Korean L2 learners’ writing proficiency by exposing them to syntactically well-balanced writing samples and training them to attempt to use a wider variety of syntactic complexity features. The study recommends further research to take an in-depth look at the similarities and differences in terms of syntactic complexity indices among ICLE’s other sub-corpora.
Abstract
This study aimed at exploring the syntactic complexity of Korean EFL college students’ English writing. Based on the 14 measures under 5 categories of L2 Syntactic Complexity Analyzer, the present research investigated the 14 syntactic measures in Korean university students’ writing extracted from the International Corpus of Learner English and then compared them with those in the native speakers’ writing from the Louvain Corpus of Native English Essays. The study found that out of 14 measures of syntactic complexity, seven measures such as mean length of sentence, mean length of T-unit, and dependent clauses per clause showed statistically significant differences between NS and NNS written productions. The results suggest some pedagogical implications contribute to enhancing Korean L2 learners’ writing proficiency by exposing them to syntactically well-balanced writing samples and training them to attempt to use a wider variety of syntactic complexity features. The study recommends further research to take an in-depth look at the similarities and differences in terms of syntactic complexity indices among ICLE’s other sub-corpora.
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