한국 예비 대학생의 영어 논쟁적 에세이 장르에 대한 다차원 분석
A multi-dimensional factor analysis of pre-university students’ argumentative essays
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In L2 writing pedagogy, research on students’ essays, holistic evaluation of essays would typically employ qualitative—and manual—techniques, and as a result, findings are not readily scalable to a larger amount of data. Multi-dimensional analysis is a statistical and computational technique to identify underlying linguistic dimensions in a text, which offer a holistic account of the text. Using multi-dimensional analysis, this study examines 881 argumentative essays produced by Korean students as a requirement in a university entrance exam. These essays are compared with essays written by American students. Then, these two sets of essays are compared with a number of other text types, e.g. official letters and newspaper editorials, from two large representative English corpora. The results of this comparison indicate that Korean students’ essays show distinct differences from native essays in two linguistic dimensions. Specifically, Korean students’ essays are similar to spontaneous speech, telephone conversation, and fiction, while native essays are similar to press editorials, reportage, and academic prose. The findings suggest that Korean students can refer to these target genres in improving their writing and some of these genres can be included in the university writing curriculum.
Abstract
In L2 writing pedagogy, research on students’ essays, holistic evaluation of essays would typically employ qualitative—and manual—techniques, and as a result, findings are not readily scalable to a larger amount of data. Multi-dimensional analysis is a statistical and computational technique to identify underlying linguistic dimensions in a text, which offer a holistic account of the text. Using multi-dimensional analysis, this study examines 881 argumentative essays produced by Korean students as a requirement in a university entrance exam. These essays are compared with essays written by American students. Then, these two sets of essays are compared with a number of other text types, e.g. official letters and newspaper editorials, from two large representative English corpora. The results of this comparison indicate that Korean students’ essays show distinct differences from native essays in two linguistic dimensions. Specifically, Korean students’ essays are similar to spontaneous speech, telephone conversation, and fiction, while native essays are similar to press editorials, reportage, and academic prose. The findings suggest that Korean students can refer to these target genres in improving their writing and some of these genres can be included in the university writing curriculum.
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