A Coh-Metrix Analysis of Lexical, Syntactic and Discourse Aspects in the Newspaper Articles of Korean and British University Students
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This study aims to identify differences between English newspaper articles of Korean and British university students in order to give implications for writing pedagogy. English newspaper articles from 60 Korean university students and 60 British students are analyzed. The analysis was conducted with Coh-Metrix, which is a computational textual assessment tool. The measured variables in texts were classified into lexical, syntactic and discourse aspects. The lexical aspects included lexical diversity and characteristics. The syntactic aspects refered to syntactic complexity. The discourse aspects included referential and semantic cohesion. The results are as follows. First, as for the lexical aspect, the two groups showed significant differences in lexical diversity, word frequency, familiarity, meaningfulness and polysemy. Korean students used less content words, high frequency words and familiar words, and polysemy, but more meaningful vocabulary. Second, as for the syntactic aspect, Korean students used significantly more syntactically complex patterns. Third, as for the discourse aspect, the two groups showed significant differences in content words overlap, LSA all sentences, and LSA givenness. Korean students repeat content words more than native English students. Korean students used similar and associated words in a text. These results indicate that instructors need to prepare schema activations and feedback sessions.
Abstract
This study aims to identify differences between English newspaper articles of Korean and British university students in order to give implications for writing pedagogy. English newspaper articles from 60 Korean university students and 60 British students are analyzed. The analysis was conducted with Coh-Metrix, which is a computational textual assessment tool. The measured variables in texts were classified into lexical, syntactic and discourse aspects. The lexical aspects included lexical diversity and characteristics. The syntactic aspects refered to syntactic complexity. The discourse aspects included referential and semantic cohesion. The results are as follows. First, as for the lexical aspect, the two groups showed significant differences in lexical diversity, word frequency, familiarity, meaningfulness and polysemy. Korean students used less content words, high frequency words and familiar words, and polysemy, but more meaningful vocabulary. Second, as for the syntactic aspect, Korean students used significantly more syntactically complex patterns. Third, as for the discourse aspect, the two groups showed significant differences in content words overlap, LSA all sentences, and LSA givenness. Korean students repeat content words more than native English students. Korean students used similar and associated words in a text. These results indicate that instructors need to prepare schema activations and feedback sessions.
참고문헌 (30)
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