학령기 아동의 이야기, 묘사, 설명 글쓰기에 나타난 담화 유형별 미시구조 특성 탐색
Exploring microstructure features in narrative, descriptive, and expository writing of school-age children
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This study aims to explore microstructure features of threediscourse types by analyzing on written data of school-age children (2nd, 4th, and6th). The discourse data of three types (narrative, descriptive, and expository)were collected and compared in microstructure elements such as cohesivemarkers (conjunction, reference/substitution), productivity (T-unit, NTW), lexicaldiversity (NDW, TTR), syntactic complexity (MLT-w, clause density, embeddedclauses), and errors (cohesive markers, spelling, endings, particles, spacing, andsyntax). As a result, the discourse productivity and the lexical diversity werethe highest in narrative discourse. They were similar in the other types(descriptive and expository) in lower grades, while in upper grades they becamesignificantly higher in expository than descriptive discourse. For syntacticcomplexity, both mean length of T-unit and clause density were the highest innarrative in lower grades, but in upper grades they were the highest inexpository discourse. For the embedded clauses, nominal clauses and adverbialclauses were richly used in expository discourse. For cohesive markers,conjunctive adverb and reference/substitution were used most frequently innarrative discourse, while conjunctive words were most frequent in expositorydiscourse, and conversion ending and special semantic particles, in descriptivediscourse. For the error elements, the syntactic error rate was the highest innarrative discourse. These results suggest that narrative discourse develops firstamong the three discourse types and children pay attention on grammaticalelements more in expository discourse.
Abstract
This study aims to explore microstructure features of threediscourse types by analyzing on written data of school-age children (2nd, 4th, and6th). The discourse data of three types (narrative, descriptive, and expository)were collected and compared in microstructure elements such as cohesivemarkers (conjunction, reference/substitution), productivity (T-unit, NTW), lexicaldiversity (NDW, TTR), syntactic complexity (MLT-w, clause density, embeddedclauses), and errors (cohesive markers, spelling, endings, particles, spacing, andsyntax). As a result, the discourse productivity and the lexical diversity werethe highest in narrative discourse. They were similar in the other types(descriptive and expository) in lower grades, while in upper grades they becamesignificantly higher in expository than descriptive discourse. For syntacticcomplexity, both mean length of T-unit and clause density were the highest innarrative in lower grades, but in upper grades they were the highest inexpository discourse. For the embedded clauses, nominal clauses and adverbialclauses were richly used in expository discourse. For cohesive markers,conjunctive adverb and reference/substitution were used most frequently innarrative discourse, while conjunctive words were most frequent in expositorydiscourse, and conversion ending and special semantic particles, in descriptivediscourse. For the error elements, the syntactic error rate was the highest innarrative discourse. These results suggest that narrative discourse develops firstamong the three discourse types and children pay attention on grammaticalelements more in expository discourse.
참고문헌 (45)
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