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Use of Demonstratives by Korean EFL Students in Argumentative and Narrative Essays

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외국어교육연구소 (Institute of Foreign Language Education)|2020.05|외국어교육연구 (Studies in Foreign Language Education)|제34권 제2호|pp. 25-49|DOI 10.16933/sfle.2020.34.2.25

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참고문헌

키워드

narrative writingargumentative writing내러티브작문 평가demonstrativessecond language proficiencywriting quality지시사논증적 글쓰기제2언어 능숙도

초록

This paper investigates Korean EFL learners’ use of demonstratives in two written genres: argumentative and narrative essays. The uses of attended and unattended demonstratives were compared between genres and across proficiency levels. In addition, the relationship between the demonstrative use and human-rated writing quality was examined. The writing samples were 390 essays written by Korean high school and college students. The essays were rated by experts based on a standardized analytic rubric. The uses of demonstratives were retrieved using corpus-analytic tools and coded manually by the researcher. The results indicated that relative frequencies of individual demonstratives varied according to the genre. This/these were preferred in argumentative essays, while that was prominently used in narrative essays. The usage patterns changed across proficiency levels in different manners between the two genres. Attended uses of demonstratives significantly increased in both genres while unattended uses increased only in narrative essays. The unattended demonstratives that were associated with writing quality also varied in different genres.

Abstract

This paper investigates Korean EFL learners’ use of demonstratives in two written genres: argumentative and narrative essays. The uses of attended and unattended demonstratives were compared between genres and across proficiency levels. In addition, the relationship between the demonstrative use and human-rated writing quality was examined. The writing samples were 390 essays written by Korean high school and college students. The essays were rated by experts based on a standardized analytic rubric. The uses of demonstratives were retrieved using corpus-analytic tools and coded manually by the researcher. The results indicated that relative frequencies of individual demonstratives varied according to the genre. This/these were preferred in argumentative essays, while that was prominently used in narrative essays. The usage patterns changed across proficiency levels in different manners between the two genres. Attended uses of demonstratives significantly increased in both genres while unattended uses increased only in narrative essays. The unattended demonstratives that were associated with writing quality also varied in different genres.

참고문헌 (33)

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