L2-영어 쓰기능력의 예측요인에 관한 연구
The critical predictors of L2-English writing performance by Korean EFL writers
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본 연구의 목적은 EFL(English as a foreign language)환경에서 L2-영어 쓰기능력과 쓰기 능력에 미치는 잠재적 요인들과의 관계를 살펴보고 L2 쓰기능력의 예측요인을 규명하는 것이다. 40명의 한국 대학생들을 대상으로 L2 쓰기 전략에 관한 설문지와 L2 쓰기능력측정을 위한 에세이 테스트를 실시하였다. 측정 후 상관분석과 회귀분석을 시행하여 다음과 같은 결과를 도출하였다: (1) 상위인지전략, 인지전략, 그리고 학습방식유형은 L2 쓰기능력과 높은 상관관계가 있었다. (2) L2 쓰기능력을 예측할 수 있는 주요요인은 상위인지전략과 인지전략이었다. 더욱 중요한 것은 이 두 종류의 전략은 다른 L2 쓰기요인을 통제 하였을 때 각각 L2 쓰기능력에 상당한 영향력을 미쳤다. 본 연구의 결과는 상위인지전략과 인지전략을 활용하는 L1-한국어 L2-영어 대학생 쓰기학습자들은 L2 쓰기과제를 잘 수행할 수 있다는 것을 의미한다. 교육적 측면에서 L2-영어 교사들은 이러한 점들을 잘 인지하여 L2 쓰기 학습자들이 상위인지영역과 인지영역에 관련된 활동을 적극적으로 격려해야 할 것이다.
Abstract
The purpose of this study was to explore the relationship of the crucial factors that affect L2-English writing in an EFL setting to L2 writing performance and furthermore investigate the significant predictors of L2 writing ability. Forty students enrolled in a university were recruited and they responded to a questionnaire survey on L2 writing strategies and an essay test on their good memory. Based on correlation and regression analyses, the results showed that (1) meta-cognitive/cognitive strategy and learning style of L2 writing were strongly correlated with L2 writing performance, and (2) meta-cognitive and cognitive strategy were strong predictors of L2 writing ability. More importantly, meta-cognitive (17.2%) and cognitive strategy (7.6%) each significantly contributed unique variance to L2 writing ability controlling after other L2 writing related variables such as learning style, motivation and attitude, and L1 use. The current findings suggest that Korean L2-English writers with a use of both meta-cognitive and cognitive writing strategies are more likely to perform better on L2 writing. Pedagogically, L2-English teachers should be well aware of these strategies and encourage them to actively engage in meta-cognitive and cognitive writing activities.
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