The Effects of Topic Familiarity on Student Writing and Perception: Focusing on Chinese Learners of English
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This study aims to examine the effects of topic familiarity in association with the factor of proficiency level on the writing and perceptions of second language writers. To date, several studies have attempted to examine the effects of topic familiarity both on student writing and perceptions; however, they have not rigorously compared and contrasted students of different proficiency levels. In order to bridge this gap, this study recruited 13 Chinese learners of English from three different proficiency groups respectively and asked them to write about both a familiar and an unfamiliar topic online. In addition, this study conducted interviews on three from each group after the writing tasks were completed. A multivariate analysis of variance was performed on various measures of lexical and syntactic complexity as well as accuracy and fluency. This revealed that the greater their proficiency was, they produced words in increasing variety and quantity when dealing with a familiar topic, but not when dealing with an unfamiliar one. The analysis of the interviews confirmed these findings in some sense: all groups were not likely to attempt challenging structures and languages in writing on an unfamiliar topic, with the lower group facing more difficulties in dealing with an unfamiliar topic. In accordance with these findings, pedagogical implications were discussed.
Abstract
This study aims to examine the effects of topic familiarity in association with the factor of proficiency level on the writing and perceptions of second language writers. To date, several studies have attempted to examine the effects of topic familiarity both on student writing and perceptions; however, they have not rigorously compared and contrasted students of different proficiency levels. In order to bridge this gap, this study recruited 13 Chinese learners of English from three different proficiency groups respectively and asked them to write about both a familiar and an unfamiliar topic online. In addition, this study conducted interviews on three from each group after the writing tasks were completed. A multivariate analysis of variance was performed on various measures of lexical and syntactic complexity as well as accuracy and fluency. This revealed that the greater their proficiency was, they produced words in increasing variety and quantity when dealing with a familiar topic, but not when dealing with an unfamiliar one. The analysis of the interviews confirmed these findings in some sense: all groups were not likely to attempt challenging structures and languages in writing on an unfamiliar topic, with the lower group facing more difficulties in dealing with an unfamiliar topic. In accordance with these findings, pedagogical implications were discussed.
참고문헌 (23)
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