L2 문어 숙달도 발달과 예측 지표: 한국어 고급학습자의 예
Development and Predictive Indicators of L2 Written Proficiency: A Study of Advanced Korean Learners
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This study investigated the interrelationships among complexity, accuracy, and fluency (CAF) in the written production of 102 advanced Korean language learners. Written outputs were elicited through a video-based retelling task, in which participants viewed a nonverbal animated film and then produced a written narrative. The findings revealed that complexity did not follow a clear linear developmental trajectory with increasing proficiency, whereas accuracy and fluency improved steadily, displaying significant positive associations with proficiency. Moreover, the relationships among CAF components varied across proficiency levels, indicating distinct developmental patterns among advanced learners. T-unit-based analyses proved more effective than clause-based measures in capturing subtle differences in syntactic complexity and accuracy at advanced stages. These results highlight the nuanced nature of CAF development at high proficiency levels and underscore the value of T-unit-based measures for evaluating advanced learners’ written proficiency.
Abstract
This study investigated the interrelationships among complexity, accuracy, and fluency (CAF) in the written production of 102 advanced Korean language learners. Written outputs were elicited through a video-based retelling task, in which participants viewed a nonverbal animated film and then produced a written narrative. The findings revealed that complexity did not follow a clear linear developmental trajectory with increasing proficiency, whereas accuracy and fluency improved steadily, displaying significant positive associations with proficiency. Moreover, the relationships among CAF components varied across proficiency levels, indicating distinct developmental patterns among advanced learners. T-unit-based analyses proved more effective than clause-based measures in capturing subtle differences in syntactic complexity and accuracy at advanced stages. These results highlight the nuanced nature of CAF development at high proficiency levels and underscore the value of T-unit-based measures for evaluating advanced learners’ written proficiency.
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