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The Effectiveness of Instructing L1 and L2 Rhetorical Difference in the NEAT Writing Section

정성희
현대영어교육학회 (The Modern English Education Society)|2012.02|현대영어교육 (Modern English Education)|제13권 제1호|pp. 19-41

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참고문헌

키워드

L2 writing영어쓰기전이writing assessmenttransfercontrastive rhetoricNational English Ability Test대조수사학국가영어능력평가영어쓰기평가

초록

This study examines the effectiveness of teaching Korean EFL learners L1 and L2 rhetorical difference for the National English Ability Test (NEAT) writing section. The participants of this study were 181 freshmen high school students in YongIn, Korea, who had been learning English essay writing from a bilingual teacher of English for six months. 110 students were assigned to the experimental group where they received instruction of rhetorical difference between English and Korean. 71 students were assigned to the control group where writing instruction was provided without instructing L1 and L2 rhetorical difference. Each participant composed a five-paragraph persuasive essay given by NEAT before and after the instruction. Data was analyzed by the given criteria composed of the following four domains in NEAT writing task: (1) task completion, (2) content, (3) organization, and (4) language use. Findings portray that learning rhetorical difference enhanced students' ability of L2 writing. This study suggests that EFL learners’ understanding of L1 and L2 rhetorical difference provides a rich foundation to the overall quality of L2 writing.

Abstract

This study examines the effectiveness of teaching Korean EFL learners L1 and L2 rhetorical difference for the National English Ability Test (NEAT) writing section. The participants of this study were 181 freshmen high school students in YongIn, Korea, who had been learning English essay writing from a bilingual teacher of English for six months. 110 students were assigned to the experimental group where they received instruction of rhetorical difference between English and Korean. 71 students were assigned to the control group where writing instruction was provided without instructing L1 and L2 rhetorical difference. Each participant composed a five-paragraph persuasive essay given by NEAT before and after the instruction. Data was analyzed by the given criteria composed of the following four domains in NEAT writing task: (1) task completion, (2) content, (3) organization, and (4) language use. Findings portray that learning rhetorical difference enhanced students' ability of L2 writing. This study suggests that EFL learners’ understanding of L1 and L2 rhetorical difference provides a rich foundation to the overall quality of L2 writing.

참고문헌 (32)

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