Comparing Summaries of a Narrative Story Produced under Different Conditions
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The purpose of the present study was to investigate whether Japanese university EFL students produce summaries of a narrative story differently under two different conditions: When they refer to the original text and when they do not do so. Specifically, the study examined the students’ use of selection and deletion rules as well as paraphrasing strategies. Both quantitative and qualitative analyses were conducted. The results of the analysis revealed that, when they referred to the original text, the students produced summaries that included more idea units with details, longer and syntactically more complex sentences, and a variety of transitions. On the other hand, without the original passage, the students wrote summaries that were concise, with the focus on main idea units, and that used syntactically less complex sentences, but extensive paraphrases. These results suggest that EFL teachers need to carefully examine the use of the original text in a summarizing task. Producing a summary without an original text is seldom practiced in regular EFL classrooms in Japan. However, EFL teachers need to consider the potential pedagogical effectiveness of producing summaries without an original text if they want to develop their students’ spontaneous paraphrasing skills.
Abstract
The purpose of the present study was to investigate whether Japanese university EFL students produce summaries of a narrative story differently under two different conditions: When they refer to the original text and when they do not do so. Specifically, the study examined the students’ use of selection and deletion rules as well as paraphrasing strategies. Both quantitative and qualitative analyses were conducted. The results of the analysis revealed that, when they referred to the original text, the students produced summaries that included more idea units with details, longer and syntactically more complex sentences, and a variety of transitions. On the other hand, without the original passage, the students wrote summaries that were concise, with the focus on main idea units, and that used syntactically less complex sentences, but extensive paraphrases. These results suggest that EFL teachers need to carefully examine the use of the original text in a summarizing task. Producing a summary without an original text is seldom practiced in regular EFL classrooms in Japan. However, EFL teachers need to consider the potential pedagogical effectiveness of producing summaries without an original text if they want to develop their students’ spontaneous paraphrasing skills.
참고문헌 (28)
- Blanchard, K., "Ready to write more" (1997), Longman
- Brown, A. L., "Macrorules for summarizing texts : The development of expertise", Journal of Verbal Learning and Verbal Behavior, 22, pp.1~14 (1983)
- Carrell, P. I., "Evidence of formal schema in second language comprehension", Language Learning, 34, pp.84~112 (1984)
- Casanave, C. P., "Language development in students’ journals", Journal of Second Language Writing, 3, pp.179~201 (1994)
- Fotos, S., "Consciousness raising and noticing through focus on form : Grammar task performance versus formal instruction", Applied Linguistics, 14(4), pp.385~407 (1993)
- writing connections, "Reading", pp.1992, Hare, V.
- Hill, L. A., "Introductory stories for reproduction 2" (1982), Oxford University Press
- Hirai, A., (2017), Tokyo Shoseki
- Homburg, T. J., "Holistic evaluation of ESL compositions: Can it be validated objectively?", TESOL Quarterly, 18, pp.87~107 (1984)
- Hyland, K., "Genre and second language writing" (2014), The University of Michigan Press
- Hyland, K., "Teaching and researching" (2016), Routledge
- Kameen, P. T., "On TESOL ’79: The learner in focus", pp.343~364 (1979), TESOL
- Kamimura, T., "Producing summaries of a narrative story under two different conditions", Paper presented at 51th BAAL Annual Meeting (2017)
- Keck, C., "The use of paraphrase in summary writing : A comparison of L1 and L2 writers", Journal of Second Language Writing, 15, pp.261~278 (2006)
- Keck, C., "Copying, paraphrasing and academic writing development:A re-examination of L1 and L2 summarization practices", Journal of Second Language Writing, 25, pp.4~22 (2014)
- Kim, S. A., "Characteristics of EFL readers’ summary writing: A study of Korean university students", Foreign Language Annals, 34(6), pp.569~581 (2001)
- "master’s", Senshu University, 2017
- Larsen-Freeman, A., "Classroom-oriented research in second language acquisition", pp.287~304 (1983), Newbury House
- Nishigaki, C., "Needs analysis, instruction, and improvement in writing class: Developing textual features in Japanese EFL college writing", JACET Bulletin, 34, pp.57~71 (2001)
- Oshima, A., "Writing academic English" (2006), Longman
- San José, C., "Grammatical structures in four modes of writing at fourth grade level", doctoral, pp.1972
- , 2018
- Tajino, A., "Writing for academic purposes" (2010), Hituzi Shobo
- Ushiro, Y., "Construction of a macroproposition from supporting details : Investigation from Japanese EFL readers’ summary and importance rating", JACET Journal, 47, pp.111~125 (2008)
- Watson, C., "The effects of maturity and discourse type on the written syntax of superior high school seniors and upper level college English majors", doctoral, pp.1980
- Winograd, P., "Strategic difficulties in summarizing texts", Reading Research Quarterly, 19, pp.404~425 (1984)
- Wolfe-Quintero, K., "Second language development in writing: Measures of fluency, accuracy &complexity" (1998), University of Hawai‘i Press