수준별 학습자들의 영어 논증적 글쓰기에서 나타난 장르 분석: 코퍼스 기반 연구
Different-proficiency Learners Write L2 Argumentative Essays in Different Genres: A Corpus-based Research
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참고문헌
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초록
이 연구는 2800명의 영어 논증적 글쓰기(학습자=2600명, 원어민 =200명) 를 대상으로 영어 학습자들의 제2언어(L2) 글쓰기에서 나타나는 장르적특성을 분석하였다. 학습자 그룹은 영어 수준별(초급, 중급, 중고급, 고급) 로 총 네 그룹으로 이루어졌으며, 원어민 그룹을 포함한 단면적 연구(cross-sectional analysis)를 통해 영어 수준별 장르 구사 발달 양상을 탐구하였다. 총 2800개의 영어 논증적 글쓰기의 장르적 특성은 Biber의 다차원 분석 기법(multidimensional analysis)를 이용하여 분석되었다. 분석결과, 원어민 그룹과 학습자 그룹 모두 논증적 글쓰기를 할 때 가장 선호하는 장르는 설득문인 것으로 나타났으며, 다음으로 선호하는 장르는 대화문, 내러티브, 학문적 텍스트 순서였다. 학습자의 영어 수준별로 분석하였을 때, 영어 능숙도가 높은 학습자 일수록 학문적 글쓰기를 더욱 선호하는 것으로 나타났으며, 영어 능숙도가 낮은 학습자 일수록 대화문 장르의 글쓰기를 선호하는 것으로 나타났다. 이와 같은 결과는 제2언어 글쓰기 교육에 있어서 장르 기반 글쓰기 교육이 학습자 수준을 고려하여 단계적으로 제공되어야 한다는 데 이론적 기반을 제공한다.
Abstract
This study analyzed 2800 English argumentative essays written by English native (n=200) and non-native (n=2600) speakers and identified genres of the English essays favored by the two groups. Also, the study cross-sectionally identified whether the genres favored by the English non-native speakers change as their English proficiency develops. The learner corpus used in this study was International Corpus Network of Asian Learners of English (ICNALE) and analytic framework used for genre analysis was Biber’s (1988) multidimensional analysis. The results indicated that both native and non-native groups favored persuasive text when writing an argumentative essay, and it was followed by conversational interaction, narrative, and academic prose. When the results were further analyzed across the proficiency groups, the study found that the genre of academic prose was significantly favored by more developed learners while the genre of conversational interaction was favored significantly by the less developed learners. The study further discusses the results and provides implications.
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