영어 입력 모드의 차이에 따른 요약쓰기의 어휘적 특성 비교
An investigation of lexical features in the writing of ‘Dicto-comps’ and ‘Summaries’
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Previous research has shown that writing may overload working memory compared with listening and reading. Those studies, however, have failed to statistically distinguish the difference between listening and reading in terms of the load of working memory. By analyzing writing products of ‘Dicto-comps (input through listening)’ and ‘Summaries (input through reading),’ it was examined as to how many of the words in the original text used in the source of input could be transferred to writing. For the study, 50 college students participated in two types of writin tasks. The results of the study were different from the initial hypothesis that fewer words would be recalled in the summarizing task in comparison to the dicto-comp task. It was statistically proved that the dicto-comp tasks had helped the learners to more easily transfer the lexical items that they had heard in the input to their writing products. These results imply that reading may overload working memory more than listening. That is, decoding letters can be expected to be an extra cognitive burden when reading. Additional analysis for variables, such as, ‘similarity of adjacent sentence syntax,’‘age of acquisition for content words,’‘familiarity for content words,’ and ‘Coh-Metrix L2 readabiliy’ were found to have significant effects on the recall of vocabulary when summarizing for the original text read. Consequently, the results of this study suggest some pedagogical implications (e.g., measuring L2's productive vocabulary knowledge).
Abstract
Previous research has shown that writing may overload working memory compared with listening and reading. Those studies, however, have failed to statistically distinguish the difference between listening and reading in terms of the load of working memory. By analyzing writing products of ‘Dicto-comps (input through listening)’ and ‘Summaries (input through reading),’ it was examined as to how many of the words in the original text used in the source of input could be transferred to writing. For the study, 50 college students participated in two types of writin tasks. The results of the study were different from the initial hypothesis that fewer words would be recalled in the summarizing task in comparison to the dicto-comp task. It was statistically proved that the dicto-comp tasks had helped the learners to more easily transfer the lexical items that they had heard in the input to their writing products. These results imply that reading may overload working memory more than listening. That is, decoding letters can be expected to be an extra cognitive burden when reading. Additional analysis for variables, such as, ‘similarity of adjacent sentence syntax,’‘age of acquisition for content words,’‘familiarity for content words,’ and ‘Coh-Metrix L2 readabiliy’ were found to have significant effects on the recall of vocabulary when summarizing for the original text read. Consequently, the results of this study suggest some pedagogical implications (e.g., measuring L2's productive vocabulary knowledge).
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