Genre-Based Instruction and Korean College Students' Development of Expository Writing in English
2
조회
0
다운로드
12
인용
0
참고문헌
키워드
초록
The study examined how genre-based instruction had an influence on Korean students’ development of expository writing in English. The participants of the study were nine college students who took a composition course in the spring semester, 2011. They were taught how to write exposition based on the genre-based pedagogy. The participants’ writings and their responses were collected and analyzed after the treatment. The data of writings were analyzed in terms of the length, text structure, theme development and grammatical features including modality, voice, and connectives. The results of analyses revealed that the genre-based instruction significantly contributed to the Korean learners’ development of writing expositions in terms of the growth of the text length, text structure and development, and appropriate use of grammatical devices. It was revealed, in particular, that the genre-based instruction helped the learners of lower writing ability improve their expositions. The findings of participants’ writings and responses suggested that genre-based instruction could be an effective approach to help Korean learners of English to improve their writing abilities.
Abstract
The study examined how genre-based instruction had an influence on Korean students’ development of expository writing in English. The participants of the study were nine college students who took a composition course in the spring semester, 2011. They were taught how to write exposition based on the genre-based pedagogy. The participants’ writings and their responses were collected and analyzed after the treatment. The data of writings were analyzed in terms of the length, text structure, theme development and grammatical features including modality, voice, and connectives. The results of analyses revealed that the genre-based instruction significantly contributed to the Korean learners’ development of writing expositions in terms of the growth of the text length, text structure and development, and appropriate use of grammatical devices. It was revealed, in particular, that the genre-based instruction helped the learners of lower writing ability improve their expositions. The findings of participants’ writings and responses suggested that genre-based instruction could be an effective approach to help Korean learners of English to improve their writing abilities.
참고문헌 (30)
- Badger, R, "A process genre approach to teaching writing", ELT Journal, 54, pp.153~160 (2000)
- Berman, R. A, "Form and function in introducing narrative and expository texts: A developmental perspective", Discourse Proceedings, 38, pp.57~94 (2004)
- Biber, D, "Variation across speech and writing" (1988), Cambridge University Press
- Britton, B. K, "Understanding expository text: Building mental structure to induce insights, In Handbook of psycholinguistics", pp.641~674 (1994), Academic
- Connor, U, "Contrastive rhetoric" (1996), Cambridge University Press
- Eggington, W. G, "Written academic discourse in Korean: Implications for effective communication, In Writing across languages: Analysis of L2 text", pp.153~168 (1987), Addidon-Wesley
- Feez, S, "Heritage and innovation in second language education, In Genre in the classroom", pp.43~72 (2002), LEA
- Halliday, M. A. K, "An introduction to functional grammar" (1985), Edward Arnold
- Hyland, K, "Teaching and researching writing" (2002), Longman
- Hyland, K, "Genre-based pedagogies: A social response to process", Journal of Second Language Writing, 12, pp.17~29 (2003)
- Hyland, K, "Second language writing" (2003), Cambridge University Press
- Kaplan, R, "Cultural thought patterns in intercultural education", Language Learning, 16, pp.1~20 (1966)
- Kim, Hyun-Jin, "Applying to a process writing strategy to Korean elementary students", Primary English Education, 6(2), pp.1~25 (2000)
- Kim, "(The)Efficacy of genre-based instruction on the writing of university students in Korea", 석사, pp.2010
- Kim, Yanghee, "Teaching Korean university writing class: Balancing the process and the genre approach", Asian EFL Journal Quarterly, 7(2), pp.69~90 (2005)
- Knapp, P, "Genre, text, and grammar" (2005), UNSW Press
- Lee, Jeong-Won, "The effects of processed based feedback on the development of English writing proficiency", English Teaching, 56(2), pp.265~285 (2001)
- Lee, Kyonglim, "The Effect of Genre-Based Instruction: Improving English Writing Ability in the Classroom", 영어교육, 61(1), pp.257~281 (2006), 한국영어교육학회
- Lee, Sun, "A Study of Korean and English research paper introductions based onSwales’'s move analysis", Journal of Applied Linguistics Association of Korea, 17, pp.23~54 (2001)
- Lightbown, P. M, "How languages are learned" (2003), Oxford University Press
- Macken-Horarik, M, "“"Something to shoot for”": A systemic functional approach to teaching genre in secondary school science, In Genre in the classroom", pp.17~42 (2002), Lawrence Erlbaum Associates
- Martin, J. R, "English text: system and structure" (1992), John Benjamins
- Nordin, S, "The best of two approaches: process", genre-based, 2006, pp.35, 75~85
- Park, Hyesook, "Process-oriented instruction and development of L2 writing", Foreign Languages Education, 8(2), pp.173~192 (2001)
- Park, Hyesook, "Understanding of teaching English writing" (2006), Hankookmunhwasa
- Ryu, Hoyeol, "Rhetorical Patterns in Korean College Students’ English Expository Writings", 영어교육, 61(3), pp.273~292 (2006), 한국영어교육학회
- Shim, Eunsook, "Teaching Writing for Academic Purposes: A Genre Analysis of Research Article Introductions", 영어교육연구, 17(1), pp.83~109 (2005), 팬코리아영어교육학회
- Swales, J, "Genre analysis" (1990), Cambridge University Press
- Tribble, C, "Writing" (1996), Oxford University Press
- Vygotsky, L, "Mind in society: The development of higher psychological processes" (1978), Harvard University Press