영어쓰기 수준별 오류 분석 연구 - 동사·관사를 중심으로 -
A Study of Learner's Errors in Verbs and Articles by Two Different Levels of College Students
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The purpose of the present study is to investigate major errors in English writing samples of intermediate-and high-level students. 38 university students participated in this study, and they were asked to translate Korean sentences into English. This study investigates what types of errors were found frequently in students' English writing. Second, it examines the differences in English writing skills between intermediate-and high-level students based on the use of verbs and articles. Third, it considers what is the most effective teaching method of English writing. The major findings of this study are: (1) students' errors in English writing are correlated to their English ability. The high-level group made 49% errors, while the intermediate-level group made 67.9% errors in English writing. (2) The rates of the errors in intermediate-level group in the use of verbs and articles are higher than the high-level group. The study shows substitution errors for verbs were the most frequent of any errors. On the other hand, ommission errors for articles were the most frequent of any errors. Based on these findings, it is suggested that teachers should be more conscious of student's errors related to verbs and articles and seek ways to promote students' awareness of the errors in the use of verbs and articles.
Abstract
The purpose of the present study is to investigate major errors in English writing samples of intermediate-and high-level students. 38 university students participated in this study, and they were asked to translate Korean sentences into English. This study investigates what types of errors were found frequently in students' English writing. Second, it examines the differences in English writing skills between intermediate-and high-level students based on the use of verbs and articles. Third, it considers what is the most effective teaching method of English writing. The major findings of this study are: (1) students' errors in English writing are correlated to their English ability. The high-level group made 49% errors, while the intermediate-level group made 67.9% errors in English writing. (2) The rates of the errors in intermediate-level group in the use of verbs and articles are higher than the high-level group. The study shows substitution errors for verbs were the most frequent of any errors. On the other hand, ommission errors for articles were the most frequent of any errors. Based on these findings, it is suggested that teachers should be more conscious of student's errors related to verbs and articles and seek ways to promote students' awareness of the errors in the use of verbs and articles.
참고문헌 (16)
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