College Students' Writing Errors Based on High School English Curriculum
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참고문헌
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초록
This paper purposes to analyze college students' errors with which L2 learners have wrestled when translating Korean sentences into English both in short sentences and in composition, seeking a way to help them out of the woods in writing. We organize the data on students' writing errors into patterns in such a way that generalization between grammatical errors and the curriculum of high school English teaching can be made. To this end, we conduct a survey by exam questions of 40 college students twice, revealing a close connection between college students' writing errors and the components of their high school English textbooks. We show a desideratum on writing skills to express what we have in mind. By homing in on the finer details of the error analysis of college students' writing. We claim that college students' writing errors have generally been adduced to stress the need for reconstructing the overall parts of high school English textbooks and that improving writing skills should remain a key priority on a par with the importance of speaking skill. This nonetheless, education has been swayed by other demands away from this long-term priority.
Abstract
This paper purposes to analyze college students' errors with which L2 learners have wrestled when translating Korean sentences into English both in short sentences and in composition, seeking a way to help them out of the woods in writing. We organize the data on students' writing errors into patterns in such a way that generalization between grammatical errors and the curriculum of high school English teaching can be made. To this end, we conduct a survey by exam questions of 40 college students twice, revealing a close connection between college students' writing errors and the components of their high school English textbooks. We show a desideratum on writing skills to express what we have in mind. By homing in on the finer details of the error analysis of college students' writing. We claim that college students' writing errors have generally been adduced to stress the need for reconstructing the overall parts of high school English textbooks and that improving writing skills should remain a key priority on a par with the importance of speaking skill. This nonetheless, education has been swayed by other demands away from this long-term priority.
참고문헌 (19)
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