한국 대학생의 수준별 영어쓰기 전략 연구
Exploring English Writing Strategies Employed by Korean Collegiate Students
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초록
The purpose of the present study is to investigate whether there are differences in English writing strategy use between high proficiency and low proficiency English students. The subjects are 64 university students. In this study, a survey is conducted to investigate what students think about English and English writing. Second, the study examines the differences between low level students and high level students based on his or her writing performance and writing strategy. In order to analyze the writing strategy of the participants -- meta-cognitive and cognitive strategy, Tsai's(2004) criteria was adopted and revised by the researcher to suit the needs of Korean students. The major findings of this study are: (1) Students largely used monitoring as a meta-cognitive strategy while they used revising as a cognitive strategy. (2) Student's use of writing strategies was correlated to their writing ability. The high proficiency groups used cognitive strategy more than low proficiency groups. In analyzing the differences in strategy use between the high and low proficiency groups, the high proficiency groups most frequently used strategies for clarifying. According to the study, students need to learn writing strategies to improve their writing skills.
Abstract
The purpose of the present study is to investigate whether there are differences in English writing strategy use between high proficiency and low proficiency English students. The subjects are 64 university students. In this study, a survey is conducted to investigate what students think about English and English writing. Second, the study examines the differences between low level students and high level students based on his or her writing performance and writing strategy. In order to analyze the writing strategy of the participants -- meta-cognitive and cognitive strategy, Tsai's(2004) criteria was adopted and revised by the researcher to suit the needs of Korean students. The major findings of this study are: (1) Students largely used monitoring as a meta-cognitive strategy while they used revising as a cognitive strategy. (2) Student's use of writing strategies was correlated to their writing ability. The high proficiency groups used cognitive strategy more than low proficiency groups. In analyzing the differences in strategy use between the high and low proficiency groups, the high proficiency groups most frequently used strategies for clarifying. According to the study, students need to learn writing strategies to improve their writing skills.
참고문헌 (20)
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