본문 바로가기
KERD
논문KCI 등재

The Use of Paraphrase in L2 Writing with Two Factors: L2 Proficiency and Source Text Genre

The Use of Paraphrase in L2 Writing with Two Factors: L2 Proficiency and Source Text Genre N

김나영
현대영어교육학회 (The Modern English Education Society)|2015.08|현대영어교육 (Modern English Education)|제16권 제3호|pp. 71-97

1

조회

0

다운로드

10

인용

0

참고문헌

키워드

plagiarismgenresource textparaphrasecopylow proficient English learners

초록

This study investigates how different L2 proficiencies (inter-learner variability) and source text genres (intra-learner variability) shape paraphrasing in summary writing, making use of quantitative and qualitative data. The rationales of the present study is 1) to focus on two low proficient groups’ paraphrasing, 2) to examine types and strategies of paraphrasing by following modified Keck’s (2006) attempted paraphrase coding, and 3) to see the effect of three different expository, argumentative, and narrative source text genres on paraphrasing. Forty-four participants were divided in terms of proficiency, 24 novice English proficient (NP) and 20 low English proficient (LP) students. All participants completed three summary tasks giving a total of 132 summary writings used as main data, followed by interviews for each. The results showed that the NP students used significantly more Exact Copies and Near Copies, while the LP students used significantly more Moderate Revisions. The NP students relied on strategy of Copy, but the LP students used more Syntactic Change. However, the participants significantly used Exact Copy when writing with narrative and argumentative texts, and Near Copy was found substantially when they paraphrased with expository and argumentative texts. Moreover, expository text substantively influenced students’ Delete & Insert and Combination strategies. The implications from these findings and further suggestions are discussed.

Abstract

This study investigates how different L2 proficiencies (inter-learner variability) and source text genres (intra-learner variability) shape paraphrasing in summary writing, making use of quantitative and qualitative data. The rationales of the present study is 1) to focus on two low proficient groups’ paraphrasing, 2) to examine types and strategies of paraphrasing by following modified Keck’s (2006) attempted paraphrase coding, and 3) to see the effect of three different expository, argumentative, and narrative source text genres on paraphrasing. Forty-four participants were divided in terms of proficiency, 24 novice English proficient (NP) and 20 low English proficient (LP) students. All participants completed three summary tasks giving a total of 132 summary writings used as main data, followed by interviews for each. The results showed that the NP students used significantly more Exact Copies and Near Copies, while the LP students used significantly more Moderate Revisions. The NP students relied on strategy of Copy, but the LP students used more Syntactic Change. However, the participants significantly used Exact Copy when writing with narrative and argumentative texts, and Near Copy was found substantially when they paraphrased with expository and argumentative texts. Moreover, expository text substantively influenced students’ Delete & Insert and Combination strategies. The implications from these findings and further suggestions are discussed.

참고문헌 (60)

  1. "The Use of Paraphrase in L2 Writing with Two Factors: ... 93" (2014)[URL]
  2. Applebee, A., "The teaching of writing", pp.95~113 (1986), National Society for the Study of Education
  3. Barker, J., "Overseas students in higher education: Issues in teaching and learning", pp.108~123 (1997), Routledge
  4. Barks, D., "Linking literacies: Perspectives on L2reading-writing connections", pp.246~270 (2001), The University of Michigan Press
  5. Bialystok, E., "A theoretical model of second language learning", Language Learning, 28(1), pp.69~83 (1978)
  6. Braine, G., "Academic writing in a second language: Essays on research and pedagogy", pp.113~134 (1995), Ablex
  7. Britton, J., "The development of writing abilities" (1975), Macmillan
  8. Brown, A., "Learning to learn : On training students to learn from texts", Educational Researcher, 10, pp.14~21 (1981)
  9. Brown, A., "Macrorules for summarizing texts : The development of expertise", Journal of Verbal Learning and Verbal Behavior, 22, pp.1~14 (1983)
  10. Campbell, C., "Second language writing: Research insights for the classroom", pp.211~230 (1990), Cambridge University Press
  11. Chandrasoma, R., "Beyond plagiarism:Transgressive and nontransgressive intertextuality", Journal of Language, Identity, and Education, 3(3), pp.171~194 (2004)
  12. Crocker, J., "Research student and supervisor evaluation of intertextuality practices", Hermes Journal of Linguistics, 28, pp.39~58 (2002)
  13. Crowhurst, M., "Audience and mode of discourse effects on syntactic complexity in writing at two grade levels", Research in the teaching of English, 13(2), pp.101~109 (1979)
  14. Currie, P., "Staying out of trouble : Apparent plagiarism and academic survival", Journal of Second Language Writing, 7(1), pp.1~18 (1998)
  15. Deckert, G., "Perspectives on plagiarism from ESL students in Hong Kong", Journal of Second Language Writing, 2(2), pp.131~148 (1993)
  16. Dong, Y., "Non-native graduate students’ thesis", dissertation writing in science : Self-reports by students and their advisors from two US institutions, 1998, pp.17(4), 369~390
  17. Englert, C. S., "Young writers’ use of text structure in expository text generation", Journal of Educational Psychology, 80(2), pp.143~151 (1988)
  18. Flesch, R., "A new readability yardstick", Journal of Applied Psychology, 32(3), pp.221~233 (1948)
  19. Folse, K., "Great paragraphs" (2004), Houghton Mifflin Company
  20. Garner, R., "Effects of text manipulations on quality of written summaries", Contemporary Educational Psychology, 10(2), pp.139~149 (1985)
  21. Hale, J., "Plagiarism in the classroom", Communication Research Reports, 4(2), pp.66~70 (1987)
  22. Hirvela, A., "Connecting reading and writing in second language writing instruction" (2004), The University of Michigan Press
  23. Hood, S., "Summary writing in academic contexts : Implicating meaning in processes of change", Linguistics and Education, 19(4), pp.351~365 (2008)
  24. Howard, R., "Plagiarisms, authorships, and the academic death penalty", College English, 57(7), pp.788~806 (1996)
  25. Howard, R., "Plagiarism: What should a teacher do?", Paper presented at the Conference on College Composition and Communication (2001)
  26. Hyland, K., "Genre and second language writing." (2004), University of Michigan Press
  27. 지난영, "Modes of Paraphrasing Attempted by Korean L2 Writers", 영어교육, 67(4), pp.131~178 (2012), 한국영어교육학회
  28. Johns, A., "Summary protocols of under-prepared and adept university students : Replications and distortions of the original", Language Learning, 35(4), pp.497~517 (1985)
  29. Johns, A., "Genre in the classroom : Multiple perspectives." (2001), Lawrence Erlbaum
  30. Johns, A. M., "An analysis of summary protocols of university ESL students", Applied Linguistics, 11(3), pp.253~271 (1990)
  31. Keck, C., "The use of paraphrase in summary writing : A comparison of L1 and L2writers", Journal of Second Language Writing, 15(4), pp.261~278 (2006)
  32. Keech, C., "Apparent regression in student writing performance as a function of unrecognized changes in task complexity", doctor, pp.1984
  33. Kellogg, R. T., "The psychology of writing" (1994), Oxford University Press
  34. 김선영, "The Use of Textural Borrowing Strategies by EFL College Writers in Summary Task", 언어연구, 26(1), pp.45~65 (2009), 언어정보연구소
  35. Kroll, B., "How college freshmen view plagiarism", Written Communication, 5(2), pp.203~221 (1988)
  36. Leki, I., "Understanding ESL writers : A guide for teachers." (1992), Heinemann
  37. Leki, I., "Completely different worlds : EAP and the writing experiences of ESL students in university courses", TESOL Quarterly, 31(1), pp.39~69 (1997)
  38. Lester, J., "Writing Research Papers", pp.46~47 (1996), Longman
  39. Li, Y., "Two first-year students’ strategies for writing from sources : Patchwriting or plagiarism?", Journal of Second Language Writing, 21(2), pp.165~180 (2012)
  40. Mandler, J., "Remembrance of things parsed : Story structure and recall", Cognitive Psychology, 9(1), pp.111~151 (1977)
  41. McCormick, F., "The plagiarism and the professor in our regular institution", Journal of Teaching Writing, 8(2), pp.133~145 (1989)
  42. Michaels, J., "Applying theories of deviance to academic cheating", Social Science Quarterly, 70(4), pp.872~885 (1989)
  43. Miguel, R., "Can undergraduate students determine whether text has been plagiarized?", Psychological Record, 47(1), pp.113~123 (1997)
  44. Murray, A., "To rewrite the text I am reading:Pedagogies of annotation", Paper presented at the Conference on College Composition and Communication (1998)
  45. Pecorari, D., "Good and original : Plagiarism and patchwriting in academic second-language writing", Journal of Second Language Writing, 12(4), pp.317~345 (2003)
  46. Pennycook, A., "The complex contexts of plagiarism : A reply to Deckert", Journal of Second Language Writing, 3(3), pp.277~284 (1994)
  47. Pennycook, A., "Borrowing others’ words : Test, ownership, memory, and plagiarism", TESOL Quarterly, 30(2), pp.210~230 (1996)
  48. Phillips, D., "Longman introductory course for the TOEFL test : iBT." (2007), Pearson Education
  49. Shaw, P., "Science research students’ composing processes", English for Specific Purposes, 10(3), pp.189~206 (1991)
  50. Sherman, J., "Your own thoughts in your own words", ELT Journal, 46(2), pp.190~198 (1992)
  51. Sherrard, C., "Summary writing : A topographical study", Written Communication, 3(3), pp.324~343 (1986)
  52. Shi, L., "Textual borrowing in second language writing", Written Communication, 21(2), pp.171~200 (2004)
  53. Shi, L., "Rewriting and paraphrasing source texts in second language writing", Journal of Second Language Writing, 21(2), pp.134~148 (2012)
  54. Siegler, R. S., "Emerging minds : The process of change in children’s thinking" (1996), Oxford University Press
  55. Spack, R., "The acquisition of academic literacy in a second language : A longitudinal case study", Written Communication, 14(1), pp.3~62 (1997)
  56. Swales, J., "Genre analysis : English in academic and research settings" (1990), Cambridge University Press
  57. Taylor, B., "The effects of text structure on middle-grade students’comprehension and production of expository text", Reading Research Quarterly, 19(2), pp.134~146 (1984)
  58. Weigle, S. C., "Source text borrowing in an integrated reading", writing assessment, 2012, pp.21(2), 118~133
  59. Widdowson, H., "Learning purpose and language use" (1983), Oxford University Press
  60. 윤성원, "Students’ Perceived Learning Outcomes through Writing Activities in an EFL University Writing Course", 현대영어교육, 13(3), pp.21~38 (2012), 현대영어교육학회

관련 논문AI추천

Modes of Paraphrasing Attempted by Korean L2 Writers지난영한국영어교육학회 · 영어교육2012 · 제67권 제4호Roles of Reading-writing Practices in Paraphrasing김선영팬코리아영어교육학회 · 영어교육연구2017 · 제29권 제4호Paraphrasing in the Summary Writing of Korean College Students좌수민, 하경영한국영어학학회 · 영어학연구2025 · 제31권 제2호Paraphrase Practices for Using Sources in L2 Academic Writing최연희한국영어교육학회 · 영어교육2012 · 제67권 제2호Reading Strategies and L2 Proficiency on the Development of L2 Learners’ Summary Writing이온순, 조민영한국영어학학회 · 영어학연구2016 · 제22권 제3호Summarization and Argumentation in EFL Text-Based Writing이요안언어정보연구소 · 언어와 정보 사회2015 · 제24권

이 간행물의 다른 논문 (11건)

The identity development of writing teachers: A case study in a graduate course on writing feedback.조수경pp. 1-22Korean ESL Learners' Evaluative Reactions to Speech Styles from the Three Concentric CirclesTeri Rose Dominica Gannaban Rohpp. 23-45Lexical bundles in Korean university students’ EFL compositions: A comparative study of register and use.최지명, 윤충일pp. 47-69The Effectiveness of the Keyword Method and the Context Method on L2 Vocabulary Learning남현정pp. 99-116Students’ Perception Toward Extensive Reading in ESL Contexts박정연pp. 117-135
원문 보기